FORMAÇÃO CONTINUADA E EDUCAÇÃO ESPECIAL: DISCUSSÃO DE DADOS MEDIATIZADA PELA SciELO.

Abstract

This study addresses the continuing education of teachers within the scope of special education from an inclusive perspective. The aim is to analyze how the continuing education of Special Education teachers has been discussed in Brazilian scientific production through a bibliographic review of articles published in the Scientific Electronic Library Online (SciELO) from 2015 to 2025. The research methodology involves a systematic review conducted in the SciELO database, using the descriptors “Continuing Education” and “Special Education.” The following filtering criteria were used to carry out the systematic review: a) Descriptors “Continuing Education” and “Special Education”; b) year of publication (2015-2025); c) language: only articles in Portuguese were selected; d) articles that simultaneously addressed Continuing Education and Special Education, explicitly linking both thematic areas. At the conclusion of the research, a total of 18 articles were selected, which are presented in this study. The results indicate that studies on continuing education reveal weaknesses in initial teacher training, highlighting deficiencies in teacher preparation for serving students in special education, which underscores the recognition and importance of ongoing professional development. It is concluded that the consolidation of school inclusion depends on permanent teacher training policies, aligned with the real demands of schools and based on reflection on practice.