CONTINUING EDUCATION FOR TEACHERS AND INCLUSIVE PRACTICES IN LIGHT OF NEUROSCIENCES: AN INTERVENTION ANALYSIS IN THE TREATMENT OF ADHD
DOI:
https://doi.org/10.66104/yvy5pn76Keywords:
Continuing Teacher Education; Inclusive Education; Neuroscience and Learning; ADHD; Inclusive Pedagogical Practices.Abstract
This study analyzes the contributions of a continuing education program for teachers, based on neuroscience, to the improvement of inclusive teaching practices aimed at serving students with Attention Deficit Hyperactivity Disorder (ADHD). It is assumed that the consolidation of inclusive education requires not only regulatory adjustments, but also the epistemological and methodological qualification of teaching work, especially with regard to understanding the neurobiological processes involved in learning. The research, which used a qualitative approach complemented by descriptive quantitative analysis, was conducted with 15 teachers in the final years of elementary school through focus groups, a training course, and pre- and post-intervention assessments. Data analysis, based on content analysis techniques, showed a significant increase in teachers' understanding of the relationship between executive functions, attention, and learning, as well as greater confidence in adopting differentiated teaching strategies. The results indicate that the articulation between neuroscience and continuing education favors the construction of more consistent inclusive practices, by shifting the understanding of ADHD from an exclusively behavioral perspective to a grounded pedagogical approach. It can be concluded that training programs based on neuroeducation can contribute to reducing exclusionary practices and strengthening pedagogical mediation in heterogeneous contexts, although their effectiveness depends on institutional continuity and integration with teacher professional development policies.
Downloads
References
ANGROSINO, Michael. Doing ethnographic and observational research. 3. ed. London: Sage, 2024.
APPLE, Michael W. Educação, poder e reformas contemporâneas. 2. ed. São Paulo: Cortez, 2025.
BALL, Stephen J. Educação e performatividade: políticas, avaliação e gestão escolar. 2. ed. Porto Alegre: Penso, 2024.
BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 2023.
BIESTA, Gert. The rediscovery of teaching: educational purposes in a time of evidence-based reform. 2. ed. London: Routledge, 2024.
BOGDAN, Robert; BIKLEN, Sari. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora, 2023.
CAST. Universal Design for Learning Guidelines version 3.0. Wakefield, MA: CAST, 2024.
COHEN, Louis; MANION, Lawrence; MORRISON, Keith. Research methods in education. 9. ed. London: Routledge, 2023.
CONOVER, W. J. Practical nonparametric statistics. 4. ed. Hoboken: Wiley, 2023.
CRESWELL, John W.; PLANO CLARK, Vicki L. Designing and conducting mixed methods research. 4. ed. Thousand Oaks: Sage, 2024.
DARLING-HAMMOND, Linda et al. Effective teacher professional development: research, policy and practice. Educational Researcher, Washington, DC, v. 53, n. 2, p. 85–102, 2024.
DARLING-HAMMOND, Linda et al. Professional learning in the learning profession: a status report on teacher development. Washington, DC: Learning Policy Institute, 2023.
DENZIN, Norman K. The research act: a theoretical introduction to sociological methods. 4. ed. New York: Routledge, 2024.
DYOSINI, Thandiwe. Neurodiversity and inclusive schooling: critical perspectives in contemporary education. International Journal of Inclusive Education, London, v. 29, n. 3, p. 311–328, 2025.
FIELD, Andy. Discovering statistics using IBM SPSS statistics. 6. ed. London: Sage, 2024.
FLICK, Uwe. An introduction to qualitative research. 7. ed. London: Sage, 2024.
FLORIAN, Lani; SPRATT, Jennifer. Inclusive pedagogy and teacher education reform. Teaching and Teacher Education, Amsterdam, v. 128, p. 104142, 2024.
GATTI, Bernadete A. Formação de professores no Brasil: fundamentos e perspectivas contemporâneas. Campinas: Autores Associados, 2024.
GIL, Antonio Carlos. Métodos e técnicas de pesquisa social. 8. ed. São Paulo: Atlas, 2023.
GUEST, Greg; NAMEY, Emily; MITCHELL, Marilyn. Collecting qualitative data: a field manual for applied research. Thousand Oaks: Sage, 2023.
IMBERNÓN, Francisco. Formação continuada de professores: desafios contemporâneos. Porto Alegre: Artmed, 2025.
LAVE, Jean; WENGER, Etienne. Situated learning: legitimate peripheral participation. Updated ed. Cambridge: Cambridge University Press, 2023.
LINCOLN, Yvonna S.; GUBA, Egon G. Naturalistic inquiry revisited. Qualitative Inquiry, Thousand Oaks, v. 29, n. 1, p. 3–15, 2023.
MARQUES, Ana Paula; ALMEIDA, Ricardo. TDAH, funções executivas e práticas pedagógicas inclusivas. Revista Brasileira de Educação Especial, Marília, v. 30, n. 1, p. 45–62, 2024.
MASQUILLIER, Caroline; MOSCATO, Giovanna; PEDONE, Federica. Teacher professional development and evidence-based inclusive education. European Journal of Teacher Education, London, v. 47, n. 2, p. 210–228, 2024.
MORGAN, David L. Basic and advanced focus groups. Thousand Oaks: Sage, 2023.
NÓVOA, António. Professores: imagens do futuro presente. Lisboa: Educa, 2025.
NORMAN, Geoff. Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education, Dordrecht, v. 29, n. 1, p. 5–16, 2024.
OECD. Teachers and school leaders as lifelong learners. Paris: OECD Publishing, 2025.
PRETORIUS, Liesel. Neuroscience-informed professional development and classroom transformation. Journal of Educational Change, Dordrecht, v. 26, n. 1, p. 89–108, 2025.
RIDOLFI, Luiz Fernando et al. Neurociência e Educação Inclusiva: uma análise crítica das contribuições neuropsicopedagógicas para a escolarização de crianças com Transtorno do Espectro Autista. Revista REMUNOM, v. 1. n. 3, p. 1–22, 2026.
ROSE, David H.; GRAVEL, Judith W. Universal Design for Learning and cognitive variability. Journal of Learning Sciences, Philadelphia, v. 34, n. 1, p. 1–22, 2025.
ROSENBERG, Michael; LUDECKE, Michelle; ALFREY, Laura. Inclusive education and teacher preparation in the 21st century. Teaching and Teacher Education, Amsterdam, v. 131, p. 104235, 2025.
SALDAÑA, Johnny. The coding manual for qualitative researchers. 4. ed. London: Sage, 2024.
SHADISH, William R.; COOK, Thomas D.; CAMPBELL, Donald T. Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin, 2023.
SILVA, Marcos; SILVA, Helena. Funções executivas e aprendizagem escolar: contribuições da neurociência. Psicologia Escolar e Educacional, São Paulo, v. 29, e240112, 2025.
SOUZA, Mariana; ZOCAL, André. Neuroeducação e práticas pedagógicas inclusivas: fundamentos contemporâneos. Revista Brasileira de Educação, Rio de Janeiro, v. 30, e300045, 2025.
TIBANE, Paulo; MAFA-THELEDI, Thoko. Neuroscience and education: avoiding neuromyths in teacher training. Educational Philosophy and Theory, London, v. 57, n. 4, p. 489–504, 2025.
YIN, Robert K. Case study research and applications: design and methods. 7. ed. Thousand Oaks: Sage, 2024.
ZABALZA, Miguel A. Diários de aula como instrumento de investigação e formação. Revista Portuguesa de Educação, Braga, v. 36, n. 2, p. 45–62, 2023.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Luiz Fernando Ridolfi, Regiane Kovalczyk Tomasi, Graziani Vasconcelos Zanfolin, Graciliane Saldanha de Carvalho, Poliane Rodrigues Alvarenga, Rosane Maria Rech Brunetta, Indiara Damo Bortolomedi, Heloísa do Rosário
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.
