Educational policies for special and inclusive education: initial and continuing teacher training

formação docente inicial e continuada

Authors

DOI:

https://doi.org/10.1590/1982-57652026v31id290701

Keywords:

special and inclusive education, teacher training, educational policies

Abstract

This article is involved in scientific research that presents the identity and perceptions of the public that were impacted by the final product called “indicator manual”, produced by teachers from the Specialized Educational Service (AEE) and students from the Pedagogy course. The research was carried out at the Department of Education of a municipality in the interior of São Paulo. It aims to verify the conception of this public in relation to what educational policies could be like for the initial and continuing training of teachers with an emphasis on inclusive education. The research is qualitative and a questionnaire was used as data collection. This instrument is recognized as an effective method for data collection, especially when administered online, it was applied to participants in the form of an electronic form. Afterwards, the data collected by the researcher was analyzed with the Coordinator of the Special Education Area. The result consists of the transformation into themes and reflections for future interventional/collaborative training meetings for the construction of indicators that strengthen teaching practice aimed at the Target Audience of Special Education and revisions of guidelines, training processes and educational policies.

Author Biographies

  • Rosana Cristina Miranda Dugois, University of Western São Paulo

    He holds a degree in 2nd Degree Special Training Teachers from the University of Marília (1993), studied mathematics at the Faculty of Mauá (2001) and studied Pedagogy at the Educational Institute of the State of São Paulo (2003). He has a lato sensu postgraduate degree in Curriculum Management for Coordinating Teachers from the University of São Paulo (USP). He worked in the public education network in the state of São Paulo. She taught classes in the degree course in pedagogy as a specialist teacher at the Faculty of Birigui in the period 2008 - 2021. She has experience in the area of ​​Educational Psychology, Training in Mathematics Teaching methodology and practices, Development of learning in Early Childhood and Elementary Education and Inclusive Education. He is currently a CAPES Fellow of the Postgraduate Program in Education at the Universidade do Oeste Paulista – Unoeste – Presidente Prudente – SP Studying for a PhD in Education in the line of research – “Public policies in education, educational practices and Diversity”, course in progress – President Prudente - Titled Specialist Professor and PhD candidate in Education – Presidente Prudente – SP – Brazil.

  • Elisa Tomoe Moriya Schlünzen, University of Western São Paulo

    He holds a full degree in Mathematics from the Universidade Estadual Paulista - UNESP (1985), a master's degree in Electrical Engineering from the State University of Campinas (1994) and a PhD in Education (Curriculum) from the Pontifical Catholic University of São Paulo (2000). He is a Associate Professor in "Teacher Training for a Digital and Inclusive School" at UNESP (2015). Leader of the Research Group on Enhancing Environments for Inclusion (API). She is currently an adjunct professor at UNESP and professor in the Postgraduate Program at the Universidade do Oeste Paulista (Unoeste). She served as General Coordinator of Pedagogical Policies at the Secretariat of Continuing Education, Literacy and Diversity (SECADI) of the Ministry of Education (MEC) (2011) and Deputy Coordinator of the Distance Education Center (NEaD/Unesp) (2011-2018). From 2010 to 2018 she was coordinator of the Promotion Center for Digital, School and Social Inclusion (CPIDES). He has experience in the area of ​​Education, with an emphasis on Digital Information and Communication Technologies in Education, presenting mainly on the following topics: Teacher Training, CCS Approach, Public Policies, Special and Inclusive Education and Distance Education. Titled Professor and Professor. Presidente Prudente – São Paulo – Brazil.

  • Dra. Carmem Silvia de Souza Lima, Universidade do Oeste Paulista

    Possui licenciatura em Pedagogia e Letras - Inglês/Português, Bacharel em Tradução e Interpretação. Mestre em Educação pela Universidade do Oeste Paulista (UNOESTE). Doutora em Educação pela Universidade Estadual Paulista (UNESP), com período de pesquisa na The Open University (Reino Unido), e. Pesquisadora e educadora experiente, atualmente docente permanente nos Programas de Pós-Graduação em Educação (UNOESTE) e em Educação Inclusiva (Profei/UNESP), além de professora de Língua Inglesa na FATEC. Líder do Grupo de Pesquisa Ambientes Potencializadores para a Inclusão (UNESP). Possui certificação Cambridge English Proficiency (CPE) – nível C2 pela University of Cambridge – Cambridge Assessment English.  

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Published

2026-06-10

Issue

Vol. 31 (2026)

Section

Artigo

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Copyright (c) 2026 Rosana Cristina Miranda Dugois, Elisa Tomoe Moriya Schlünzen, Carmem Silvia de Souza Lima

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How to Cite

Educational policies for special and inclusive education: initial and continuing teacher training: formação docente inicial e continuada. Avaliação: Revista da Avaliação da Educação Superior, Campinas; Sorocaba, SP, v. 31, p. e026007, 2026. DOI: 10.1590/1982-57652026v31id290701. Disponível em: https://submission.scielo.br/index.php/aval/article/view/290701. Acesso em: 6 nov. 2026.