INCLUSIVE EDUCATION AND TEACHER TRAINING IN THE EARLY YEARS OF ELEMENTARY SCHOOL IN A MUNICIPAL SCHOOL IN A CITY IN THE AGRESTE REGION OF PERNAMBUCO

Abstract

Inclusion is an aspect of human rights, valuing diversity and highlighting the need to guarantee all people access to participation, opportunities for assistance, education, and social interaction. Reflecting on inclusive education leads to questioning how the initial and continuing training of basic education teachers has favored inclusive education. The general objective is to investigate the obstacles to the initial and continuing training of basic education teachers in a school in the municipality of Cumaru-PE. The central theme of the research is inclusive education. The research was conducted between April and June 2025, using bibliographic, documentary, and field procedures, of an exploratory type with a qualitative approach. Information was collected through observation and the application of a questionnaire to teachers of the initial years of elementary school in the 5th-grade classes. The study was divided into stages, starting with a bibliographic review to support the entire research, and the application of a questionnaire to the teachers for the analysis of the results; the data analysis was presented in graphs and tables. The research results showed that teachers possess acquired knowledge, mainly through experience throughout their professional careers. During their initial training, lectures were offered by the municipality; however, these were not yet sufficient for them to act confidently and provide better performance for students with disabilities. Nevertheless, they seek to improve their pedagogical practices through daily experiences.