TEACHER TRAINING AND INCLUSIVE EDUCATION

Abstract

This research aims to critically analyze the role of teacher training in the consolidation of inclusive education in the Brazilian context, based on a qualitative bibliographic review. It is based on the understanding that school inclusion is not limited to the physical insertion of students with disabilities or disorders in regular education, but requires pedagogical practices committed to equity and recognition of differences. The study was developed based on academic sources published between 2020 and 2024, with emphasis on research that addresses initial training, continuing education, and inclusive pedagogical practices. The analysis shows that most undergraduate courses still have significant gaps in addressing inclusion in the curricula, which compromises the effective preparation of future teachers. In addition, continuing education is often punctual, fragmented, and disconnected from the concrete demands of daily school life. Inclusive pedagogical practices, in turn, face challenges related to teacher resistance, lack of institutional support and lack of accessible resources, although successful experiences demonstrate that changes are possible when there is adequate training and ethical commitment. It is concluded that it is urgent to rethink teacher training processes, both in undergraduate and professional practice, in order to guarantee a public education that is, in fact, for all. Strengthening inclusive educational policies and valuing teachers are indispensable conditions for this progress.