CONTINUING TEACHER EDUCATION AND INCLUSIVE EDUCATION: CHALLENGES AND POSSIBILITIES FROM THE PERSPECTIVE OF MUNICIPAL SCHOOL TEACHERS

Abstract

This article analyzes continuing teacher education for inclusive education in a municipal school system in Mato Grosso, Brazil, based on training activities carried out by a municipal teacher education center in 2025. The study, predominantly qualitative, combined a diagnostic questionnaire, semi-structured interviews, and podcast production, involving 61 Early Childhood and Primary Education teachers. Results show that 66.1% of participants had some experience with inclusion, while only 26.8% considered that they had received adequate preparation. Lack of preparation was identified by 58.2% as the main obstacle, alongside limited resources, weaknesses in institutional support, and difficulties in coordination among schools, families, and specialized professionals. The findings indicate that continuing education should connect theoretical foundations with concrete teaching situations and include curriculum adaptation, assistive technologies, collaborative planning, and systematic institutional support.