(RE) pensando as necessidades formativas continuadas de docentes no contexto da inclusão escolar nos anos iniciais do ensino fundamental

Abstract

This dissertation, developed within the scope of the Graduate Program in Education (PPGE) at the University of Western São Paulo (UNOESTE) and linked to the Research Line on Public Policies in Education, Training Processes, and Diversity, aimed to investigate the continuous training needs of teachers in the early years of Elementary Education within the context of school inclusion. The study, based on a qualitative methodological approach, combined semi-structured questionnaires and documentary analysis to understand the training demands of teachers who work with students eligible for Special Education services in regular classrooms. Grounded in the dialectical and Marxist perspective, Historical-Critical Pedagogy (HCP) views knowledge as a historical and social product that must be systematically taught to contribute to the formation of critical individuals capable of transforming society. Under this framework, the research identified the main conceptions of inclusion present in educational practice and significantly mapped the continuous training needs of teachers. The documentary analysis focused on the Political-Pedagogical Project, the Brazilian Inclusion Law, and the Municipal Education Plan, providing an in-depth understanding of how these guidelines impact teaching practices. The results indicate that, despite advances in inclusive legislation, much remains to be considered, reflected upon, and transformed regarding teachers' continuing education, especially in developing adapted pedagogical strategies and critically understanding the needs of students eligible for Special Education services. The research concludes that continuing education must go beyond technical updates, fostering reflective and critical practices that enable teachers not only to ensure access and retention of students eligible for Special Education services but also to promote their holistic development and autonomy in the teaching and learning process. Thus, it highlights the importance of continuing education that not only supports inclusion but also contributes to building more equitable and transformative educational practices.