PERSPECTIVAS E COMPLEXIDADES NA FORMAÇÃO DOCENTE E NA CONSTRUÇÃO DE AMBIENTES PARA A EDUCAÇÃO INCLUSIVA

ABSTRACT Inclusive education is fundamentally based on ensuring the equal participation of all students in mainstream education, regardless of their physical, cognitive, or social conditions. However, teacher training remains a challenge for the effective implementation of inclusive practices. This study aims to analyze teacher education for inclusive education, identifying the challenges faced in pedagogical practice and proposing strategies to enhance accessibility and equitable learning. The research is characterized as a bibliographic study, conducted between December 2024 and August 2025, based on searches in the Google Scholar and SciELO databases. The descriptors “Inclusive Education AND Teacher Education AND Challenges AND Complexities” were used, resulting in a large number of publications. Study selection followed criteria of relevance and alignment with the topic, leading to the inclusion of four main articles for analysis. The results showed that, despite legislative and political advances, teacher education still lacks theoretical and practical depth, making it difficult to adapt teaching to students’ needs. The lack of specific training, combined with limited pedagogical resources and inadequate school infrastructure, undermines the effectiveness of inclusive education. It is concluded that initial and continuing teacher education must be strengthened, prioritizing inclusive methodologies and interdisciplinary collaboration. Thus, it is essential to promote an accessible school environment that supports diversity and the full development of all students. Keywords: Inclusion. Teacher. Practice. Environment. Specialized Educational Support.