| Sumario: | In this study, we assume that teachers need theoretical and practical updates to perform their profession and meet the requirements of the knowledge world, which is dynamic and demands mechanisms that characterize teaching actions with prospects for awakening, in all students, the desire for learning. The objective is to analyse scientific productions about continuing education for teachers who work in inclusive education. This is a qualitative bibliographic research, carried out on the CAPES website, in articles which cover the time frame from 2010 to 2020, that is, in the last ten years. We sought texts that had the continuing education of teachers as a premise under theperspective of inclusive education. In the data analysis, after selection and reading of 16 abstracts chosen based on the cited criteria, it was necessary to separate them by the research field. Thus, there were researches developed in schools through the application of a questionnaire and those that occurred through interviews; some were carried out in a study group and some implemented through continuing education courses. In the results, we found that continuing education is recognized as fundamental for there to be an inclusive pedagogical practice compatible with the levels of schools demands and realities, as well as the need for articulation between university and school in order to promote training courses to professionals who teach students with disabilities in the classrooms.
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