CONTINUOUS TRAINING AND DEVELOPMENT OF INTERPERSONAL SKILLS FOR INCLUSIVE PEDAGOGICAL PRACTICE

Abstract

The article analyzes the importance of continuing education and the development of interpersonal competencies in consolidating inclusive pedagogical practices, highlighting the teacher’s role as a mediator of human relationships within the school environment. The objective was to understand how teachers’ ongoing training contributes to building a school culture based on empathy, dialogue, and the appreciation of diversity. The research, qualitative, exploratory, and bibliographic in nature, used content analysis to organize and interpret academic studies on teacher education and inclusive education. The corpus consisted of forty studies published between 2014 and 2024, selected for thematic relevance and methodological rigor. The results showed that continuing education is essential to improving pedagogical practices and strengthening interpersonal competencies such as empathy, active listening, communication, and conflict mediation. These skills promote welcoming and collaborative environments where diversity is recognized as an enriching element of the educational process. It is concluded that investing in teacher training, combining technical knowledge with ethical and affective dimensions, is indispensable for achieving inclusive and humanizing education. The study contributes by proposing a training model that integrates theory and practice, consolidating the teacher as an agent of transformation and a promoter of a democratic and pluralistic school.