TEACHER TRAINING AND THE COMMITMENT TO INCLUSIVE AND EQUITABLE EDUCATION

Abstract

Inclusive education, guided by the principle of equity, was understood as a fundamental element for guaranteeing the right to learning in the school context, by recognizing differences as a constitutive part of the educational process and by requiring pedagogical actions aimed at reducing inequalities. In this scenario, the present article sought to understand how teacher education, teaching practice, and teaching strategies contribute to the implementation of inclusive education. The investigation was characterized as bibliographic research, understood as that carried out through the collection, selection, reading, and analysis of previously published scientific productions, according to the methodological conception presented by Narciso and Santana (2024). Data were collected from academic databases using keywords related to inclusive education, school equity, teacher education, and teaching strategies, and were submitted to an interpretative analysis procedure. The results indicated that the distinction between equality and equity was essential for understanding educational actions, and also showed that teaching practice, associated with professional training, contributed to the development of pedagogical practices focused on diversity. In addition, it was found that teaching strategies and inclusive practices promote student participation and the expansion of learning opportunities. It was concluded that the implementation of inclusive education depends on the articulation between teacher education, pedagogical practices, and institutional commitment.