TEACHER TRAINING FOR INCLUSIVE EDUCATION: CHALLENGES AND PERSPECTIVES

Abstract

This study investigates the challenges and implementation strategies of inclusive education in Brazil, focusing on the difficulties faced by teachers and public policies aimed at inclusion. The main objective was to analyze how structural, pedagogical, and cultural barriers impact teaching practices and to suggest solutions for improving the inclusive process in Brazilian schools. The research adopted a qualitative approach, utilizing literature analysis and a case study with basic education teachers. The results reveal that, although there have been legislative advances in terms of inclusive policies, initial teacher training is still insufficient to address the diversity present in classrooms, reflecting a lack of adequate pedagogical resources and cultural resistance to inclusion. Furthermore, the research points out that the implementation of public policies needs greater consistency and continuity, especially regarding teachers' ongoing training and the use of assistive technologies. The analysis concludes that inclusive education requires a collective effort between the government, educational institutions, and the school community, with the goal of creating an accessible and equitable educational environment that effectively respects and promotes the rights of all students, regardless of their specific needs.