CONTINUING TEACHER TRAINING FOR INCLUSION IN EARLY CHILDHOOD EDUCATION: IMPACTS ON PRACTICE

Abstract

Continuing teacher education has become a fundamental element for the effective implementation of inclusion in early childhood education, especially given the diversity present in educational institutions from early childhood onwards. This article aimed to analyze the impacts of continuing education on inclusive pedagogical practice, considering the challenges and possibilities faced by early childhood education teachers. The research adopted a qualitative, bibliographical approach, based on the analysis of books, scientific articles, and official documents dealing with teacher training, inclusive education, and educational policies focused on early childhood. The results show that continuing education contributes significantly to strengthening inclusive pedagogical practices by expanding teachers' methodological repertoire, favoring the flexibility of teaching strategies, and promoting a more sensitive understanding of children's needs and potential. It was also observed that training processes articulated with the school reality positively impact the organization of the educational environment, assessment practices, and interpersonal relationships in the context of early childhood education. The final considerations indicate that continuing education should not be understood as a one-off action, but as a permanent process capable of supporting the construction of an inclusive school culture. It is concluded that investing in continuing teacher education is essential for promoting a more equitable, welcoming, and committed early childhood education focused on the integral development of all children.