TEACHER TRAINING AND INCLUSIVE EDUCATION: THEORETICAL FOUNDATIONS, EDUCATIONAL POLICIES, AND TEACHING PRACTICES
DOI:
https://doi.org/10.66104/8myssj43Keywords:
Teacher training; Inclusive education; Educational policies; Pedagogical practices; Educational diversity.Abstract
This study analyzes the relationship between teacher training and the implementation of inclusive education, considering its theoretical foundations, its links with educational policies, and its implications for contemporary teaching practices. It is based on the assumption that the consolidation of inclusive education requires the reconfiguration of teacher training processes, both in initial and continuing training, with a view to building educational practices that recognize and value diversity in the school context. Methodologically, this is a qualitative research study, developed through document analysis, literature review, and empirical investigation with education professionals, involving semi-structured interviews and observation of the school context. The results show that, although there have been regulatory advances in the field of public policies aimed at inclusion, gaps remain in teacher training, especially with regard to the articulation between theory and practice and pedagogical preparation to meet the specific educational needs of students. It was also found that inclusive practices depend on continuous training processes, institutional support, and the collective construction of pedagogical knowledge. It can be concluded that the implementation of inclusive education requires the strengthening of teacher training policies, the expansion of differentiated pedagogical strategies, and the consolidation of an educational culture committed to the principles of equity and the right to education for all.
Downloads
References
AINSCOW, Mel. Developing inclusive education systems: the role of organisational cultures and leadership. Journal of Educational Change, Dordrecht, v. 10, n. 2-3, p. 105-124, 2009.
ALMEIDA, Renata Cristina; SOUZA, Marcelo Henrique; FERREIRA, Lúcia Andrade. Políticas educacionais sistêmicas e formação docente para a inclusão. Revista Brasileira de Política e Administração da Educação, Brasília, v. 42, n. 1, p. 1-19, 2026.
ANDRADE, Patrícia Silva; NUNES, Carla Beatriz. Formação docente e práticas pedagógicas inclusivas na Educação Básica. Revista Educação em Debate, Fortaleza, v. 47, n. 2, p. 89-107, 2025.
BATARCE, Matías; RODRÍGUEZ, Elena; TORRES, Daniel. Perspectivas interculturais na formação docente e educação inclusiva. Revista Ibero-Americana de Educação, Madrid, v. 94, n. 1, p. 55-74, 2024.
BOOTH, Tony; AINSCOW, Mel. Index para a inclusão: desenvolvendo a aprendizagem e a participação nas escolas. Bristol: Centre for Studies on Inclusive Education, 2011.
DELGADO, María Fernanda; VENTURA, Carlos Alberto. Formação docente, reflexão crítica e práticas pedagógicas inclusivas. Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 19, n. 2, p. 1-18, 2024.
DUARTE, Simone Alves; OLIVEIRA, Ricardo Gomes. Formação continuada e desenvolvimento profissional docente na educação inclusiva. Revista Educação e Pesquisa, São Paulo, v. 51, e268945, 2025.
FAIRBROTHER, Michelle; NGUYEN, Thi Lan; HARRIS, Jonathan. Teacher self-efficacy and inclusive practices in contemporary education. Teaching and Teacher Education, Amsterdam, v. 132, p. 104217, 2025.
FARAH, Ana Lúcia; ZILBERMAN, Regina. Suporte institucional e práticas pedagógicas inclusivas. Revista Educação Especial, Santa Maria, v. 38, n. 1, p. 1-20, 2025.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.
GONÇALVES, Mariana Teixeira; PEREIRA, João Paulo. Currículos de licenciatura e desafios da educação inclusiva. Revista Formação Docente, Belo Horizonte, v. 17, n. 1, p. 33-52, 2025.
GUIMARÃES, Daniela Costa; FERREIRA, Ana Paula; SILVA, Roberto Mendes. Fundamentos epistemológicos da educação inclusiva. Revista Brasileira de Educação, Rio de Janeiro, v. 30, e300045, 2025.
IMBERNÓN, Francisco. Formação docente e profissional: formar-se para a mudança e a incerteza. 9. ed. São Paulo: Cortez, 2011.
JOSÉ, Patrícia Cristina; REDIG, Ana Paula; PEREIRA, Luciana Gomes. Políticas públicas e formação continuada para a inclusão escolar. Revista Educação & Sociedade, Campinas, v. 45, e267890, 2024.
KAYA, Mehmet; AYDIN, Hasan. Teacher beliefs and inclusive education practices. International Journal of Inclusive Education, London, v. 28, n. 3, p. 345-362, 2024.
KAUFMANN, Lukas; SCHERER, Renata. Interpretação docente e implementação de políticas inclusivas. European Journal of Education, Oxford, v. 61, n. 1, p. 77-95, 2026.
KIMHI, Yael; NIR, Adam. Initial teacher education and inclusive classroom practices. Teaching Education, London, v. 36, n. 2, p. 210-228, 2025.
LÓPEZ-RAMOS, Marta; GARCÍA, Fernando. Inclusión educativa y justicia social en la escuela contemporánea. Revista Latinoamericana de Educación Inclusiva, Santiago, v. 19, n. 1, p. 25-44, 2025.
LUCENA-RODRÍGUEZ, José Manuel; MARTÍNEZ, Carmen; LÓPEZ, Sara. Teacher education and inclusive school systems. Education Sciences, Basel, v. 15, n. 2, p. 156, 2025.
MANTOAN, Maria Teresa Eglér. Inclusão escolar: o que é? Por quê? Como fazer? São Paulo: Moderna, 2003.
MANTOAN, Maria Teresa Eglér. Inclusão escolar: pontos e contrapontos. São Paulo: Summus, 2015.
MARQUES, Adriana Lopes; SANTOS, Bruno Henrique. Avaliação de impacto da formação continuada para inclusão escolar. Revista Educação em Revista, Belo Horizonte, v. 42, e34567, 2026.
MITTLER, Peter. Educação inclusiva: contextos sociais. Porto Alegre: Artmed, 2003.
NÓVOA, António. Os professores e a sua formação. Lisboa: Dom Quixote, 1992.
NÓVOA, António. Professores: imagens do futuro presente. Lisboa: Educa, 2009.
PINHEIRO, Cláudia Maria; MARTINS, Eduardo; PORTILHO, Evelise. Pedagogia histórico-crítica e educação inclusiva. Revista HISTEDBR On-line, Campinas, v. 25, e025018, 2025.
ROCHA, Felipe Andrade; LIMA, Juliana Castro. Práticas pedagógicas inclusivas e cultura escolar. Revista Educação e Realidade, Porto Alegre, v. 50, e130987, 2025.
ROTH, Hans; MÜLLER, Greta. School culture and inclusive participation. International Journal of Educational Research, Amsterdam, v. 123, p. 102312, 2025.
SANTORO, Ninetta; COHEN, Lisa. Teacher diversity and inclusive schooling. Teachers and Teaching: Theory and Practice, London, v. 31, n. 4, p. 389-405, 2025.
SANTOS, Bruno Henrique; MARQUES, Adriana Lopes. Avaliação de impacto da formação continuada para inclusão escolar. Revista Educação em Revista, Belo Horizonte, v. 42, e34567, 2026.
SILVA, Rodrigo Almeida; COSTA, Vanessa Ribeiro; BARROS, Luciane Teixeira. Fragmentação curricular e inclusão escolar. Revista Educação em Questão, Natal, v. 62, n. 1, p. 45-63, 2024.
TARDIF, Maurice. Saberes docentes e formação profissional. 17. ed. Petrópolis: Vozes, 2014.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Luiz Fernando Ridolfi, Divaneide de Jesus, Vanessa Groehs Pozza, Rosângela Rosa Teles Gomes, Angela Lourenço Teles Morais, Kássia Maria Siqueira Costa, Leidemar de França Barbosa, Laressa Gonzaga da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits the sharing of the work with proper acknowledgment of authorship and initial publication in this journal;
Authors are authorized to enter into separate, additional agreements for the non-exclusive distribution of the version of the work published in this journal (e.g., posting in an institutional repository or publishing it as a book chapter), provided that authorship and initial publication in this journal are properly acknowledged, and that the work is adapted to the template of the respective repository;
Authors are permitted and encouraged to post and distribute their work online (e.g., in institutional repositories or on their personal websites) at any point before or during the editorial process, as this may lead to productive exchanges and increase the impact and citation of the published work (see The Effect of Open Access);
Authors are responsible for correctly providing their personal information, including name, keywords, abstracts, and other relevant data, thereby defining how they wish to be cited. The journal’s editorial board is not responsible for any errors or inconsistencies in these records.
PRIVACY POLICY
The names and email addresses provided to this journal will be used exclusively for the purposes of this publication and will not be made available for any other purpose or to third parties.
Note: All content of the work is the sole responsibility of the author and the advisor.
