BETWEEN ACCESS AND LEARNING: TEACHER EDUCATION AND PEDAGOGICAL PRACTICES IN BUILDING INCLUSIVE EDUCATION

Abstract

This article analyzes teacher education and the reorganization of pedagogical practices as key dimensions for inclusive education to move beyond the formal guarantee of school enrollment and achieve effective conditions for participation and learning. This is a qualitative study of a bibliographic and documentary nature, based on literature and documents examined in the dissertation by Marmos (2026), developed within the Professional Master’s Program in Inclusive Education at the State University of Mato Grosso. The study focuses on contributions related to school inclusion, continuing teacher education, pedagogical and communication barriers, collaborative work, and Visual Pedagogy, drawing on authors such as Mantoan, Imbernón, Nóvoa, Carvalho, Campello, Skliar, Pletsch, and Mendes, as well as Brazilian educational legislation. The analysis indicates that inclusion cannot be achieved merely through the physical presence of students in mainstream classrooms, as it depends on changes in institutional culture, planning, pedagogical mediation, assessment, and accessibility conditions. In the education of deaf students, visuality and Brazilian Sign Language (Libras) highlight the need to recognize different pathways to knowledge. It can therefore be concluded that continuing teacher education, when grounded in everyday school practices and supported by institutional policies, contributes to revising educational conceptions, confronting ableist practices, and collectively developing more equitable pedagogical strategies..