A formação de docentes e as práticas criativas e inclusivas no ambiente educacional híbrido

Abstract

The article investigates the importance of continuous teacher education in fostering Inclusive and high-quality Education. The research problem addressed is to understand how teacher training has been conducted within the context of Inclusive Education, especially in light of the challenges faced during and after the coronavirus pandemic. The methodology adopted is qualitative in nature, using the existential and integral participant research approach proposed by Barbier (2002). For data collection, a questionnaire with 100 questions was applied, based on the criteria of Alves (2016) and VADECRIE (De La Torre, 2012), aiming to assess the development of creative practices within educational institutions. Furthermore, the theoretical framework of the study is grounded in authors such as Saviani (2005), Imbernón (2002), Marcelo Garcia (1999), and Alves et al. (2021), who discuss the importance of continuous teacher education for promoting Inclusive and quality Education. The results reveal both positive aspects and challenges faced in the context of teacher training and inclusive practices in public schools. Therefore, the article highlights that continuous teacher education is essential for building a truly inclusive education that values diversity and provides equitable opportunities for growth and achievement to all students, thus contributing to social transformation and the strengthening of a fairer and more inclusive society.