Resumo:
This dissertation aimed to understand how the continuing education of teachers takes place in the schools of the Municipal Education Network of Camaçari and how it supports the educational inclusion of students with disabilities. The study is justified by the need to understand and strengthen the permanent formative processes of educators, recognizing them as essential elements for the consolidation of inclusive pedagogical practices. In the context of the Municipal Education Network of Camaçari, it is observed that, despite legal advances and public policies on teacher education, challenges still persist regarding the effective implementation of inclusion-oriented policies. The motivation for this research emerged from the author’s professional experience as a pedagogical coordinator in the public education system of Camaçari, Bahia. The investigation adopted a qualitative, exploratory approach. Data collection instruments included semi-structured interviews with twelve teachers from regular schools and one educator from the Inclusion Center of the Municipal Department of Education, as well as observations and analysis of institutional documents. Data processing was supported by the free software Iramuteq, and content analysis resulted in six thematic categories: (a) understanding of continuing education in the inclusive perspective; (b) challenges to inclusion; (c) relationship between families and educators; (d) understanding of inclusion within the school context; (e) inclusive pedagogical practices; and (f) the role of each participant in promoting inclusion. The results showed that continuing education from an inclusive perspective is not yet consolidated in the investigated schools and that existing training initiatives are poorly articulated with the concrete demands of pedagogical practices. It was also found that there is a lack of collective reflection spaces with pedagogical coordinators and a need for more systematic formative policies. The study concludes that strengthening continuing education requires a collaborative and ongoing approach that considers local specificities and contributes to improving educational practices and advancing research on teacher education from an inclusive perspective.
