CONTINUING TEACHER EDUCATION FOR INCLUSIVE EDUCATION: CHALLENGES AND PERSPECTIVES

Abstract

Inclusive education occupies a prominent position in the Brazilian educational landscape due to the need to ensure access, permanence, participation, and learning opportunities for all students. This study aims to analyze teacher education, emphasizing continuing teacher education as a fundamental element for strengthening inclusive pedagogical practices and fostering the development of competencies that enable educators to address student diversity. The research is qualitative in nature and was conducted through a bibliographic review based on books, scientific articles, legislation, and official documents related to the topic. The discussion is grounded in the studies of Mantoan (2022), Glat (2021), and Nóvoa (2019), as well as normative documents such as the National Education Guidelines and Framework Law (Law No. 9,394/1996), the National Policy on Special Education from the Perspective of Inclusive Education (2008), and Decree No. 10,502/2020. The findings indicate that continuing teacher education contributes to expanding teachers' knowledge, encouraging critical reflection on pedagogical practice, and promoting more accessible and participatory teaching strategies. However, challenges remain, including the shortage of specialized training opportunities, structural limitations within schools, insufficient pedagogical resources, and limited institutional support. The study concludes that strengthening continuing education policies through collaboration among universities, education systems, and schools is essential for teachers' professional development and for building an inclusive education system grounded in equity, respect for diversity, and the guarantee of every student's right to learn.