Pedagogical practices in school physical education: contributions of continuing teacher education to inclusive education

Abstract

The discussion about pedagogical practices aimed at improving the quality of education has gained prominence in contemporary educational research. In the context of school Physical Education, this discussion is particularly relevant because it involves not only students' motor development but also the social, cultural and educational dimensions of human movement. This article aims to analyze the contributions of continuing teacher education to the development of inclusive pedagogical practices in school Physical Education. The study is qualitative and based on bibliographic review and document analysis. The findings indicate that continuing education expands teachers’ professional knowledge and strengthens reflective and inclusive pedagogical practices. The study concludes that continuing education policies are essential for improving teaching practices and promoting inclusive education.