SCHOOL INCLUSION AND ITS CHALLENGES IN TEACHER TRAINING AND THE APPLICATIONS OF PEDAGOGICAL PRACTICES FOR CONTINUING EDUCATION

Abstract

This study analyzes the challenges of school inclusion within the context of teacher education, focusing on the pedagogical practices developed through continuing education programs. The research, applied in nature and qualitative in approach, was based on a bibliographic and documentary review of studies published between 2015 and 2025, as well as public policies aimed at inclusive education in Brazil. The results show that, although school inclusion is guaranteed by legal frameworks, its implementation still faces significant barriers, mainly due to gaps in initial teacher training and the lack of institutional support. Continuing education has proven to be an essential element for the development of inclusive pedagogical practices, as it enables critical reflection, theoretical updating, and experience sharing among teachers. Successful initiatives such as PIBID and PNAIC demonstrate that contextualized and collaborative training programs positively impact the teaching and learning process. However, challenges persist, including teacher overload, resource shortages, and insufficiently structured public policies. It is concluded that the consolidation of inclusive education requires the articulation between continuous teacher education, diversified pedagogical practices, and effective institutional support in order to guarantee every student’s right to learning.