FROM THEORY TO PRACTICE: CHALLENGES AND PERSPECTIVES IN TEACHER EDUCATION FOR INCLUSIVE EDUCATION

Abstract

School inclusion has become one of the main challenges faced by contemporary educational institutions (Mantoan, 2003; Carvalho, 2015), especially due to the growing number of Special Education students enrolled in regular schools (Brasil, 2008, 2015). This study aims to analyze how initial and continuing teacher education contributes to the development of inclusive pedagogical practices in High School education. The research was conducted at Dite Freitas High School, located in Tubarão, Santa Catarina, Brazil, using a qualitative and applied approach based on action research. Data were collected through questionnaires, semi-structured interviews, and document analysis of academic records and the school’s Pedagogical Political Project. The results show that, although teachers have significant professional experience and postgraduate qualifications, challenges related to curriculum adaptation, inclusive assessment, and collaborative planning still persist (Gatti, 2010; Tardif, 2014; Hoffmann, 2014). It is concluded that continuing education contextualized to the real demands of the school environment is essential for strengthening inclusive pedagogical practices and consolidating a school culture grounded in equity and the recognition of diversity (Nóvoa, 2009; Imbernón, 2011; Rodrigues, 2017).