Percepção de gestores escolares a respeito da formação continuada dos profissionais para promover a educação inclusiva

Abstract

This study addresses the continuing education of school staff as an essential element for promoting inclusive education, a topic motivated by the observed gap between theory and practice in the inclusion of students with special educational needs in private schools. The overall objective is to analyze the perception of administrative and pedagogical managers regarding the continuing education of school staff to promote inclusive education. The methodology used was qualitative and exploratory, with the application of questionnaires to three administrative and pedagogical managers from private schools in João Pessoa-PB. The analysis of the responses allowed the identification of themes related to continuing education, barriers, and innovative practices in school inclusion. The results revealed that continuing education is recognized as fundamental to qualifying professionals to work with diversity in the classroom; however, schools face challenges such as insufficient resources, resistance, and difficulties in family engagement. The managers highlighted the importance of school leadership in organizing training, adapting physical spaces and curricular adaptations, as well as the involvement of the school community to strengthen inclusion. In conclusion, it is argued that the effective implementation of inclusive education depends on the continuous training of the staff, committed leadership, and the support of the school community. Investment in public policies, resources, and training that guarantee accessibility and respect for differences is recommended, contributing to an inclusive school culture and quality education for all.