BETWEEN RIGHTS AND EVERYDAY SCHOOL LIFE: TEACHER EDUCATION AND KNOWLEDGE FOR INCLUSIVE EDUCATION

Abstract

This article discusses the relationship between inclusive education, teacher education, and the professional knowledge required for the schooling of students with disabilities in mainstream public schools. The study is based on bibliographic and documentary research drawing on three central sources: Rodrigues (2022), on inclusive teaching knowledge in public schools; Bueno, Bueno and Portilho (2023), on the historical development of inclusive education in Brazil; and Pereira and Silva (2026), on continuing education in inclusive education in relation to public policies. The analysis was organized around three axes: the historical shift from exclusion to inclusion; the gap between legal guarantees and concrete schooling conditions; and teacher education as a continuous, situated, and collaborative process. The sources converge in showing that enrollment and physical presence do not exhaust the right to education. Participation, learning, permanence, and educational continuity depend on flexible pedagogical practices, removal of barriers, institutional articulation, and working conditions that allow teachers to plan, assess, and reconstruct their practice. Inclusive teaching knowledge is not limited to specific techniques; it also involves historical and political understanding of disability, knowledge of learning processes, diversified teaching strategies, and collective responsibility for schooling. The study concludes that continuing education becomes more meaningful when it emerges from everyday school issues, recognizes the school as a formative space, and includes teachers in the definition of professional development policies and actions.