Educação Inclusiva No Brasil: Uma Análise Da Formação De Professores No Contexto Escolar

Palavras-chave

Formação de professores; Inclusão; educação

Autores

• MONIQUE LIMA

Abstract

Inclusive education has become one of the main educational paradigms of contemporary society. However, despite legal advances, its implementation still faces challenges, especially regarding teacher training. In this context, this study aims to investigate how teacher education for inclusive education is developed and whether it meets the real demands of the school environment. Thus, the research seeks to answer the following question: how does teacher training for inclusive education occur, and to what extent does it meet the demands of mainstream education? The theoretical framework is based on the Federal Constitution (1988), which establishes education as a right of all and a duty of the State and the family; Mantoan (2003), who understands inclusion as a right and a transformation of the educational system; Gil (2005), who discusses the role of teachers in inclusive education; and Decree No. 12,773/2025. The analysis shows that, although Brazil has a consistent legal framework, there are still gaps in the implementation of inclusive policies in schools.