Teaching, technological innovation and pedagogical inclusion: the formation of professional dispositions in the school structures of contemporary Brazilian education

Abstract

Objective: To analyze the relationship between technological innovation and pedagogical inclusion in the context of Brazilian basic education, highlighting the importance of teachers, professional dispositions for the effectiveness of these practices.

Methodology: This study is characterized as documentary and bibliographic research, developed through the analysis of national and international scientific publications related to teacher education, inclusive education, and educational technologies. Studies published between 1970 and 2024 were considered, enabling a reflective approach to the theoretical and methodological aspects of the topic.

Results: The findings indicate that the incorporation of digital technologies and the implementation of inclusive practices depend not only on institutional resources, but also on the attitudes, beliefs, and experiences developed by teachers throughout their professional trajectories. The study also revealed that continuing education contributes to expanding teachers’ critical capacity, fostering more flexible, collaborative, and diversity-sensitive pedagogical practices within the school environment.

Conclusion: The integration between technological innovation and pedagogical inclusion represents an ongoing challenge for contemporary education. Its effectiveness requires investment in teacher education, institutional support, and the appreciation of educational practices focused on equity and the participation of all students in the learning process.