CHALLENGES AND PERSPECTIVES OF CONTINUING EDUCATION FOR TEACHERS OF SPECIALIZED EDUCATIONAL SERVICES AT EVERALDO VASCONCELOS JUNIOR STATE SCHOOL – SANTANA/AP

Abstract

Inclusive education has been consolidated in Brazil as a guiding principle of educational policies, reinforcing the right of all students to schooling in regular classrooms and establishing Specialized Educational Services as a complementary or supplementary provision to regular teaching, which demands initial and continuing education for teachers able to respond to the multiple needs of students targeted by special education, particularly in state school systems. In this context, this article aims to analyze the challenges and perspectives of continuing education for teachers of Specialized Educational Services at Everaldo Vasconcelos Junior State School, located in the municipality of Santana, in the state of Amapá, considering the legal framework of inclusive education, the concepts and principles of SES, the relationship between initial and continuing teacher education in special education, the specific characteristics of the state network of Amapá and contemporary models of professional development for teachers. The research adopts a qualitative approach, based on bibliographical and documentary analysis, drawing on theoretical works about inclusive education, public policies and teacher education, as well as regulatory documents that define SES in Brazil, articulating national guidelines with the concrete conditions of the school studied. By discussing the limits and possibilities of continuing education in this context, the article highlights the need for articulated policies, training programs that are contextualized to the reality of the school and of the state network, and collaborative practices that foster critical reflection on pedagogical work, outlining perspectives for strengthening SES in the institution under analysis and indicating avenues for further research and for the improvement of training actions in special education.