CONTINUING EDUCATION AND INCLUSIVE EDUCATION: PEDAGOGICAL PRACTICES AND ADEQUATE SCHOOL INFRASTRUCTURE FOR WELCOMING STUDENTS IN THE EARLY YEARS OF THE MUNICIPAL SCHOOL

Abstract

This article analyzes the continuing education of teachers in the municipal school system and its implications for pedagogical practices in the early years of elementary school, focusing on inclusive education and the adaptation of school infrastructure to accommodate diversity. It is based on the premise that evaluative and formative processes are fundamental to strengthening inclusive pedagogical practices, especially in serving students with specific educational needs. The integrated and participatory actions promoted by the municipal network contribute to consolidating consistent bases for teaching practice, aligned with the principles of equity and the right to learning for all. Inclusive education in Brazil is supported by normative frameworks that reaffirm the principle of equality and the guarantee of access to and permanence in school. The research is bibliographic in nature, based on the analysis of books, scientific articles, theses, dissertations, official documents, and digital databases, with the aim of understanding and discussing the impacts that promotes reflection on inclusive methodologies, curricular adaptations, and collaborative practices of continuing education on the school routine. The results indicate the relevance of contextualized training, contributing to the improvement of public policies and the realization of a truly inclusive education.