CHALLENGES IN TEACHER TRAINING FOR INCLUSIVE EDUCATION IN THE EARLY YEARS

Abstract

This article analyzes the structural and methodological challenges that weaken teacher training for effective performance in Inclusive Education during the Early Years of Elementary School. Grounded in Brazilian legislation (LBI, PNEEPEI) and academic critique, the study demonstrates that the realization of the right to education for all is hindered by the persistent gap in teachers' technical and instrumental competence. Chronic failures are identified in Initial Training, where inclusion is addressed fragmentarily, superficially, and disarticulated from practice, with a lack of tools for crucial methodologies such as Universal Design for Learning (UDL). Concurrently, Continuing Education suffers from decontextualized, top-down models disconnected from interprofessional support and teacher valuation. These fragilities result in attitudinal barriers, workload excess, and curricular impoverishment in the Early Years. Proactively, the article suggests strategies for overcoming these issues, including the adoption of UDL as a transversal principle, the implementation of Action-Research and Collaborative Teaching in service, and the urgency of policies that guarantee professional appreciation and intersectoral support (Health and Social Assistance). It is concluded that overcoming these formation challenges is the central axis for transforming teacher insecurity into competence and the school into a truly equitable and accessible environment.