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The present study of qualitative approach deals with the continuing teacher training related to Special Education in the context of Inclusive Education. The interlocution is built through a bibliographical survey involving the academic production of the area. The following problematization is made: which knowledge can feature the teaching for inclusive school processes? The notes from the academic literature show that those ways of knowing which are instrumentalist and disconnected from reflection prevail in the school space. The following continuing teacher training guidelines are stated, from research, for the inclusive school processes: the collaborative work among school agents, the pedagogical knowledge through articulation between theory and practice and the value of space for teacher reflection in everyday situations.

A FORMAÇÃO CONTINUADA DOCENTE A SERVIÇO DE FORMAR-SE PARA OS PROCESSOS ESCOLARES INCLUSIVOS