Abstract
The research aimed to analyze the perspectives of continuing teacher education for inclusion and diversity in schools, highlighting the importance of adapting these programs to meet the needs of a diverse educational environment. The methodology adopted was a bibliographic research, which involved a review of the existing literature on the subject. The results indicated that many continuing education programs are generic and do not adequately address the complexities of diversity and inclusion in classrooms. The analysis revealed the need for a more targeted and practical approach, which includes specific strategies to address diversity and promote inclusion. In addition, the importance of institutional support to ensure the effective implementation of inclusive practices was emphasized. The conclusion reinforces that continuing education must evolve to incorporate concrete and contextual inclusion and diversity practices, promoting a fairer and more equitable education, and that a robust institutional commitment is essential to transform these guidelines into effective practices.
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