TEACHER TRAINING AND INCLUSIVE PEDAGOGICAL PRACTICES FOCUSED ON ACCEPTING DIVERSITY IN THE CLASSROOM

Abstract

Teacher training for diversity is one of the main pillars for consolidating inclusive education as a universal right. However, the gap between initial training and the real challenges of classroom practice still compromises the development of accessible and equitable pedagogical strategies. This research analyzes the limitations and potentialities of teacher education in the context of inclusion, considering classroom realities and the complexity of school diversity. Based on a qualitative approach and bibliographic review, the study draws on works by Mantoan (2015), Carvalho (2021), Souza and Buiatti (2020), Marcondes and Pereira (2023), Oliveira and Trentin (2024), Lopes (2024), and Silva et al. (2023), and follows methodological guidelines from Siena et al. (2024) and Almeida (2021). The findings reveal that effective inclusive education depends on training processes that promote listening, critical reflection, and pedagogical transformation. The research concludes that teacher education must be continuous, contextualized, and directly connected to the school routine, in order to break with improvisation and foster practices that welcome and value diversity in all its forms.