INITIAL AND CONTINUING TEACHER EDUCATION FOR THE IMPLEMENTATION OF INCLUSIVE PEDAGOGICAL PRACTICES IN BRAZILIAN EDUCATION

Abstract

This study analyzed the contributions, limitations, and gaps of initial and continuing teacher education for school inclusion. A qualitative scoping review was conducted, guided by the PCC strategy and PRISMA-ScR recommendations. Ten studies published between 2021 and 2026 were selected and examined through a formative convergence matrix and thematic analysis. The findings showed that teacher education expanded professional knowledge, encouraged the revision of conceptions, supported accessible planning, and strengthened collaborative work. However, weaknesses persisted regarding curriculum fragmentation, the distance between theory and practice, isolated training initiatives, and insufficient institutional conditions. It was concluded that teacher education is essential, but its effects depend on permanent policies, institutional support, accessibility, professional appreciation, and stronger articulation among universities, schools, and education systems committed to participation, learning, and equity for all students throughout their educational trajectories in diverse Brazilian contexts.