DISTANCE EDUCATION AS A CONTINUING EDUCATION STRATEGY FOR SPECIALIZED EDUCATIONAL SERVICES

Résumé fourni par la source

The consolidation of inclusive education in Brazil requires the continuous professional development of teachers working in Specialized Educational Services (SES) to eliminate barriers to learning and participation. In this context, distance education has emerged as a promising strategy for continuing professional development. This study aims to analyze Distance Education (DE) as a strategy for the continuing education of teachers working in Specialized Educational Services. The research adopts a qualitative bibliographic approach, based on the analysis of Brazilian academic publications on Specialized Educational Services and Distance Education published over the last ten years. The findings indicate that DE democratizes access to professional qualification by providing temporal and spatial flexibility. However, the quality of teacher education depends on pedagogical approaches that emphasize instructional mediation, collaboration among peers, and critical reflection on professional practice. Collaborative continuing education is essential for transforming pedagogical strategies and strengthening the professional identity of specialized teachers. It is concluded that continuing professional development is a central pillar for the effective implementation of the National Policy on Special Education from the Perspective of Inclusive Education, and that Distance Education constitutes a powerful strategy for improving professional practice in Specialized Educational Services, provided that it is grounded in theoretical and pedagogical frameworks that effectively integrate theory and practice.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.