FROM KNOWLEDGE TO ACTION: GAPS BETWEEN TEACHER TRAINING AND THE REALITY OF INCLUSIVE EDUCATION IN PRIMARY SCHOOLS

Abstract

This article analyzes the tensions between teacher training and the implementation of inclusive education at the primary level, recognizing the growing centrality that this perspective has acquired in contemporary educational policies. It starts from the recognition of a significant gap between the theoretical knowledge promoted in initial and continuing training programs and the concrete practices that teachers must deploy in diverse and complex school contexts. Through a documentary and reflective review, it examines the main barriers and challenges faced by teachers in inclusive practice, as well as the structural and symbolic limitations that hinder their work. It also addresses the key components of teacher training from an inclusive perspective, highlighting the need for intersectional and situated pedagogical approaches. It is argued that inclusion cannot be understood as a technical or remedial strategy, but rather as an ethical and political commitment that demands transformations in conceptions of diversity, institutional practices, and educational processes. In conclusion, it is pointed out that inclusive policies need to be accompanied by real conditions that strengthen the capacities of teachers, encourage collaborative work, and recognize the knowledge that emerges from teaching experience. Likewise, it is proposed that new avenues of research and action be opened up to bridge the gap between discourse and practice and promote a truly inclusive school.