INCLUSIVE EDUCATION AND TEACHING PRACTICE: BARRIERS, PATHWAYS AND FORMATIVE STRATEGIES

Abstract

This article aimed to analyze the main barriers faced by teachers in implementing inclusive education, as well as to discuss formative strategies that can contribute to the construction of more equitable and diversity-sensitive pedagogical practices. The research, qualitative and bibliographic in nature, was based on the analysis of authors in the education field, as well as legal and institutional documents that guide inclusive policies in Brazil. The results indicate that, despite significant normative advances, there are still gaps in teacher education—both initial and ongoing—as well as structural and emotional barriers that directly affect pedagogical work. It was also found that successful experiences are generally associated with the presence of a collaborative institutional culture, collective planning, and the appreciation of listening and teacher creativity. It is concluded that teacher training for inclusion must be continuous, contextualized, and built from real school experiences, so that inclusive education moves from a distant goal to an ethical and transformative everyday practice.