TEACHER TRAINING FOR INCLUSIVE EDUCATION: CHALLENGES AND PERSPECTIVES

Abstract

Inclusive education has occupied an increasingly relevant space in Brazilian educational discussions, especially given the need to guarantee the right to learning for all students, regardless of their characteristics, limitations, or specific needs. In this context, teacher training constitutes one of the main elements for the implementation of pedagogical practices capable of promoting a democratic, accessible school committed to valuing diversity. Thus, the present study aims to analyze the challenges and perspectives of teacher training for inclusive education, highlighting its importance for strengthening inclusive pedagogical practices in the school context. Methodologically, this is a qualitative research, developed through a bibliographic review, based on scientific articles published between 2013 and 2026 that address the theme of teacher training and inclusive education. The results show that, despite the advances promoted by educational legislation and public policies, challenges persist related to initial and continuing teacher training, insufficient pedagogical resources, a lack of assistive technologies, and the difficulties faced by teachers in building effectively inclusive practices. It is concluded that the consolidation of inclusive education depends on the implementation of permanent teacher training policies, the articulation between school, family and society, and a collective commitment to building school environments that respect diversity and ensure equitable learning opportunities for all students.