INITIAL TRAINING OF THE OCCUPATIONAL THERAPIST AND THE DEMANDS OF INCLUSIVE EDUCATION IN THE 21ST CENTURY

Abstract

This study critically and interdisciplinarily examines the initial training of occupational therapists in Brazil and its relationship with the demands of inclusive education in the 21st century. Adopting a qualitative, exploratory, and documentary approach, it is based on bibliographic and normative analysis, encompassing legal frameworks, public policies, and national curriculum guidelines. Findings indicate that, despite advances in incorporating content related to inclusion, such topics are still presented in a fragmented manner and with limited integration into pedagogical practice. The lack of consistent experiences in school settings and weak interprofessional collaboration emerge as obstacles to consolidating a professional profile capable of promoting accessibility and full participation of students. It was found that Brazilian legislation offers strong support for this insertion, but effectiveness depends on curriculum reconfiguration, expansion of internships, and strengthening the dialogue between health and education. It is concluded that the initial training of occupational therapists should be structured as a strategic axis for achieving inclusive education, emphasizing technical, ethical, and political competencies. The research contributes to academic debate and the formulation of practices and policies better aligned with the demands of diversity.