DIVERSIDADE E INCLUSÃO NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: BARREIRAS ESTRUTURAIS E O PAPEL ESTRATÉGICO DA FORMAÇÃO DOCENTE

Abstract

This research addresses inclusive education and diversity in teacher training for Professional and Technological Education (PTE). The central problem lies in the insufficiency of training strategies capable of equipping teachers to meet the multiple educational and neurocognitive needs of students, overcoming the historically exclusionary character of this modality. The main objective was to critically analyze inclusion mechanisms, affirmative action policies, and training processes aimed at promoting diversity in PTE, identifying gaps and pedagogical possibilities. Methodologically, a qualitative approach of bibliographic and documentary nature was adopted, based on the analysis of contemporary academic productions and normative frameworks, such as the National Education Plan and the guidelines of the Federal Network. The results show that the realization of inclusion faces significant attitudinal and structural barriers. It was found that initial training frequently neglects the specificities of PTE, making continuous in-service training a strategic element for curricular flexibility and the adoption of integrative practices. It is concluded that the consolidation of a genuinely inclusive PTE requires systemic actions that transcend formal access. The articulation between student assistance policies, critical institutional assessment, and a decolonial pedagogical praxis is imperative, ensuring qualified permanence, respect for diversity, and the omnilateral formation of the subjects.