INCLUSIVE EDUCATION IN THE TEACHING-LEARNING PROCESS: ADVANCES AND CHALLENGES IN TEACHER TRAINING IN BRAZIL (1988-2026)

Abstract

This article sought to understand the progress of inclusive education in Brazil and the challenges faced by teachers in the early years of elementary education regarding the implementation of inclusive policies between 1988 and 2026. A mixed-methods approach (qualitative-quantitative) was employed; the study was applied in nature and descriptive-exploratory in objective, as it combined interpretive data analysis with the quantification of responses. The results indicate that, despite a robust legal framework, the actual implementation of inclusive education still faces numerous challenges. As observed through the questionnaire, various factors contribute to these challenges, ranging from initial and continuing teacher training to the school-family relationship and the management of resources and personnel to meet these demands. Therefore, the study highlights that investing in teacher training and support is essential to ensure an inclusive environment that fosters the development and learning of all students.