ELEMENTARY SCHOOL TEACHERS AND CONTINUING EDUCATION FOR INCLUSIVE EDUCAION: A PEDAGOGICAL PERSPRCTIVE

Abstract

This article aims to identify the effectiveness of continuing teacher education from the perspective of inclusive education in elementary school, by observing and evaluating the training programs offered to teachers in Brazilian public school systems, as well as the challenges they face in working within an inclusive education framework. The study is based on current theories of inclusive education and teacher training, highlighting the resource room as a space designed to support students with special educational needs and emphasizing the continuous preparation of educators to deal with diversity in educational institutions. From these perspectives, it becomes clear that teacher education should encompass not only technical skills but also the ethical and pedagogical awareness essential for creating inclusive environments that guarantee the right to education for all students, regardless of their individual conditions. Furthermore, the study demonstrates that continuing education programs based on participatory methodologies, critical reflection, and collaboration among professionals promote effective transformations in pedagogical practices, enhancing teachers' ability to address diversity. The results indicate the need for continuous, contextualized, and integrated public policies that value teachers' active role and ensure ongoing professional development, which are essential conditions for the consolidation of high-quality inclusive education.