TEACHER TRAINING AND ACTIVE METHODOLOGIES: CONTRIBUTIONS TO INCLUSIVE EDUCATION

Abstract

This study aimed to discuss the contributions of active methodologies in the teacher training process aimed at promoting inclusive education, based on the assumption that such training should be guided by democratic principles, sensitivity to differences, and a commitment to the learning of all students. To achieve this, an integrative literature review was conducted by surveying scientific articles in the SciELO, Web of Science, Scopus, and Google Scholar databases, using descriptors related to teacher training, active methodologies, inclusive education, and innovation in teaching. Only Brazilian articles published between 2024 and the first half of 2025, written in Portuguese, and explicitly addressing teacher training in connection with active methodologies within the context of inclusive education were selected. After removing duplicates, incomplete texts, and works lacking theoretical foundation, six articles comprised the final corpus. The results revealed that initial teacher training is still insufficient to meet the demands of inclusion, particularly in integrating active methodologies and technological resources. Meanwhile, continuing education structured through such methodologies enhances the development of innovative, reflective, and adaptable pedagogical practices that address the diverse needs of students. Furthermore, the importance of institutional support and public policies in strengthening an inclusive pedagogical culture was emphasized. It is concluded that the articulation between teacher training, active methodologies, and inclusion is essential for building more equitable, accessible, and humanized educational environments, fostering student agency and the realization of the right to education for all.