FORMACIÓN DOCENTE PARA LA EDUCACIÓN INCLUSIVA: PRÁCTICAS, POLÍTICAS Y CONOCIMIENTOS REQUERIDOS

Resumen

This study analyzed teacher training for inclusive education at Escola Municipal Professora Idivânia de Oliveira Menezes, in Fátima – Bahia, Brazil. The research adopted a qualitative approach, with an exploratory and descriptive nature, using a case study as its method. Interviews, questionnaires, participant observation, and document analysis were applied, involving teachers and pedagogical coordinators. The results highlighted the school’s commitment to inclusive practices, even in the face of structural limitations, and pointed out gaps in both initial and continuing teacher training. It is concluded that school inclusion is a collective process that requires articulation between theory and practice, investment in teacher development, and the involvement of the entire school community.