TEACHER TRAINING FOR INCLUSIVE EDUCATION

Abstract

Inclusive education has been established as a guiding principle of educational policies, requiring changes in pedagogical practices and teacher education. This study aims to analyze teacher training for inclusive education, considering the challenges and strategies involved in this process within the school context. This is a qualitative study developed through a bibliographic review, based on scientific articles from SciELO and PubMed databases published in the last five years, as well as relevant legislation. The findings indicate that, despite advances in the normative field, there are still gaps in both initial and continuing teacher education, which directly affect the implementation of inclusive practices. The main challenges identified include insufficient professional preparation, heterogeneous classrooms, lack of resources, and work overload. On the other hand, strategies such as continuing education, collaborative work, intentional pedagogical planning, and the use of adapted methodologies and resources are highlighted. It is concluded that teacher education is a central element for the effectiveness of inclusive education, requiring articulation with adequate institutional conditions and pedagogical practices committed to equity.