INCLUSÃO, DIVERSIDADE E FORMAÇÃO DOCENTE: CONSTRUINDO CAMINHOS PARA A EPT

Abstract

This study analyzes inclusion and diversity in teacher education within Professional and Technological Education (EPT), focusing on the central problem of improving continuing teacher education to foster effectively inclusive pedagogical practices. The aim is to investigate how current training programs address student diversity and to propose strategies that ensure equitable and democratic education. The research adopts a qualitative approach, based on a literature review of key authors in the field and a critical analysis of educational policies and normative documents. The results indicate that teacher education in EPT still presents significant gaps, often characterized by short-term courses primarily oriented toward labor market demands, which limits the consolidation of inclusive pedagogical practices. It concludes that overcoming these challenges requires continuing education programs grounded in principles of equity, diversity, and social justice, capable of integrating technical, scientific, cultural, and human dimensions. This study contributes to reflections on the construction of policies and practices that strengthen the transformative role of EPT in the full development of individuals. Keywords: Educational Equity. Student Diversity. Continuing Education. Inclusive Professional Practices.