Formação continuada e inclusão de alunos com TEA

desafios e possibilidades na escola regular

Abstract

This article aimed to analyze the contribution of continuing teacher education to strengthening inclusive pedagogical practices for students with Autism Spectrum Disorder (ASD) in basic education. Specifically, it sought to: present national and international scientific publications on continuing education and the inclusion of students with ASD; identify the main theoretical frameworks that underpin inclusive practices and teacher training in this context; and reflect on the challenges, limitations, and contributions highlighted in the literature regarding continuing education for school inclusion. This study is characterized as qualitative research, exploratory and descriptive in nature, based on an integrative literature review and document analysis. This approach allows for a deeper understanding of educational phenomena through the interpretation of textual and normative data. For the literature review, 20 scientific articles were initially identified, of which, after applying inclusion and exclusion criteria, 6 were selected and used in the final analysis, as they fully met the research objectives, selected from the SciELO and Google Scholar databases. The inclusion criteria involved publications in Portuguese, available in full and directly related to the research objectives. Duplicate works, studies without peer review, and productions that did not address the central theme were excluded. It is concluded that, despite the robustness of the legal framework, its implementation requires investments in teacher training and structural changes, reaffirming that true inclusion is only achieved with meaningful learning, with continuing education being the central axis for transforming theoretical principles into educational reality.