THE CONTRIBUTIONS OF CONTINUING EDUCATION FOR TEACHERS IN INCLUSIVE EDUCATION

Abstract

 This article analyzes the contributions of continuing education to teaching practice in inclusive education, focusing on the use of teaching resources and collaborative work between teachers of Specialized Educational Services (AEE) and teachers in regular classrooms. The objective was to investigate how continuing education contributes to overcoming the challenges faced by teachers in the inclusion of students who are the target audience of special education. This is a qualitative research study, conducted in a municipal school in Ipojuca-PE, through semi-structured interviews with two teachers: one from AEE and one from the regular classroom. This work is based on Imbernón (2010), Mantoan (2015) and the Brazilian Inclusion Law (Brazil, 2015). The results indicate that the lack of training generates difficulties in pedagogical practice, maintaining homogenized methodologies and the use of the "same way of teaching". Following contextualized training, the teachers began to develop investigative teaching methods based on legislation, use adaptable materials, assistive technology, and play-based activities, in addition to establishing collective planning between Specialized Educational Services and the regular classroom. It is concluded that continuing education, when centered on the school, provides adequate legal and instrumental support, expanding the pedagogical repertoire and ensuring security for teaching practice. Thus, it breaks with unpreparedness and strengthens collaborative work, making teaching more inclusive.