CONTINUING EDUCATION AND SCHOOL INCLUSION: CONTRIBUTIONS TO TEACHER PROFESSIONAL DEVELOPMENT AND THE CONSTRUCTION OF INCLUSIVE EDUCATION

Abstract

The study examined the relationship between continuing education and school inclusion, starting from the problem of understanding how ongoing training contributed to teachers’ professional development and to the construction of inclusive pedagogical practices. The main objective was to analyze how continuing education supported teachers’ actions when dealing with diversity in schools. The methodology was based on a bibliographic review, carried out through the selection and analysis of publications on teacher education, educational policies, and inclusion, using qualitative procedures of interpretation and synthesis. The results showed that continuing education promoted changes in teachers’ attitudes, expanded their pedagogical repertoire, and stimulated reflective processes that influenced their practice in inclusive contexts. It was also observed that, despite its contributions, training faced limitations related to insufficient investment, weak monitoring, and the gap between policies and school reality. The final considerations indicated that continuing education played an important role in strengthening inclusive practices, although its effectiveness depended on institutional support and continuity of training programs. The study suggested the need for further research that explores training strategies and their implementation in different school contexts.