CONTINUOUS PROFESSIONAL DEVELOPMENT OF THE MULTIDISCIPLINARY TEAM AS A STRATEGY FOR STRENGTHENING INCLUSIVE EDUCATION

Abstract

This study examines the continuing education of multidisciplinary teams as a central strategy for strengthening inclusive education, considering its relevance in connecting different fields of knowledge and implementing equitable pedagogical practices. The research, based on a qualitative and bibliographic approach, investigated legal frameworks, theoretical foundations, and successful experiences, showing that ongoing professional development—when planned in a contextualized manner and integrated into the school’s pedagogical project—enhances the institution’s ability to address students’ cognitive, socio-emotional, and cultural needs. It was observed that training programs disconnected from the local context have limited impact, whereas interprofessional initiatives strengthen collaborative culture and promote more effective interventions. The findings reaffirm that such investment is not supplementary but essential for building a democratic, accessible, and socially just school. This study contributes critical reflections and foundations to guide educational policies and professional training practices.