FORMAÇÃO CONTINUADA DE PROFESSORES E INCLUSÃO DE ESTUDANTES COM TEA: REVISÃO SISTEMÁTICA (2020-2025)

This study investigated the scientific literature from the last five years on the continuing education of teachers aimed at the inclusion of students with Autism Spectrum Disorder (ASD) in the educational context of Brazil’s semi-arid region. It is a qualitative research, with an exploratory and descriptive approach, carried out through a systematic literature review in the SciELO, ERIC, and Google Scholar databases, considering the period from 2020 to 2025. The descriptors used were “autism”, “continuing education”, and “semi-arid”. Disparities were observed among the databases, with no relevant results found in ERIC, limited production in SciELO, and a greater concentration of studies in Google Scholar. After screening by title, abstract, and full reading, three articles were selected for in-depth analysis. The results showed that although continuing education is widely recognized as essential, there are few applied and contextualized initiatives aimed at supporting students with ASD, especially in vulnerable regions. Only one article presented a structured and validated training proposal; the others were limited to diagnoses or theoretical reflections. There is a need for integrated public policies and applied research that articulate theory and practice to promote inclusive education effectively.