A formação continuada de professores da educação básica na perspectiva da inclusão de alunos com transtornos do neurodesenvolvimento: um estudo aplicado ao ensino de Geografia em São João do Rio do Peixe

Abstract

The school inclusion of students with neurodevelopmental disorders has become one of the main challenges of basic education, requiring teachers to adopt differentiated strategies and specific training. In this context, continuing education is a fundamental element to qualify teaching practice and ensure the right of all students to learn. This study analyzes the need for continuing education of Geography teachers for inclusive education in teaching practice, based on a case study conducted in a school in the city of São João do Rio do Peixe – PB. The research adopted a qualitative and exploratory-descriptive approach, using case study as the methodological design. Semi-structured interviews were carried out with a municipal network trainer and a Geography teacher, whose statements were recorded, transcribed, and analyzed through thematic content analysis, enabling the identification of categories related to teacher training, pedagogical strategies, and gaps in inclusive practice. The results indicate that, although there are policies and guidelines that guide school inclusion, there are still difficulties in practical implementation, such as insufficient resources, gaps in teacher training, and the need for greater monitoring. The study highlights the importance of continuing education strategies that articulate theory and practice, promoting effective conditions for the inclusion of all students.