CONTINUING EDUCATION FOR TEACHERS AS A TOOL FOR STRENGTHENING INCLUSIVE EDUCATION: POLICIES, CHALLENGES, AND PERSPECTIVES IN CONTEMPORARY SCHOOLS

Abstract

The continuing education of teachers represents one of the fundamental pillars for the implementation of inclusive education in Brazil, insofar as it expands the pedagogical skills necessary for teaching diversity. This article aims to analyze the role of continuing teacher education in consolidating inclusive practices in the context of Brazilian public education policies, identifying challenges and possibilities for strengthening an inclusive school culture. The methodology adopted is qualitative and exploratory in nature, based on an updated literature review and the analysis of empirical results from national research. It is based on authors such as Mantoan (2022), Glat (2021), Nóvoa (2020), and Silva (2023), in addition to normative documents such as LDB No. 9,394/1996, the National Policy on Special Education from the Perspective of Inclusive Education (2008), and Decree No. 10,502/2020. The results indicate that the absence of specific continuing education, the gap between theory and practice, and the lack of institutional support remain obstacles to the effective implementation of school inclusion. It is concluded that training policies coordinated between universities, schools, and the government are essential for the professional development of educators and for the consolidation of an inclusive, democratic, and equitable educational system.