CHALLENGES OF INCLUSIVE EDUCATION: PUBLIC POLICIES, TEACHER TRAINING, AND USE OF TECHNOLOGIES IN THE BRAZILIAN SCHOOL CONTEXT

Abstract

Inclusive education is a central principle of Brazilian educational policy, supported by national and international legislation. However, its implementation faces significant challenges, especially in teacher training and the use of educational technologies for students in Special Education. This qualitative, exploratory-descriptive study analyzed the difficulties of 37 teachers from public and private schools in Biguaçu (SC) in school inclusion, focusing on the use of technological resources. The data, processed using Bardin's content analysis, indicate that although educators use digital tools such as social networks, Google Forms, and educational games, gaps remain in adapted materials, training in assistive technologies, and institutional support. It is concluded that, despite legal advances, school inclusion remains limited by structural, pedagogical, and attitudinal barriers, reinforcing the need for public policies that strengthen continuing teacher training and ensure access to inclusive technologies.