Jesus, Edna Maria de2026-06-252026-06-252026SILVA, Monalisa Oliveira de Vasconcelos. Formação docente e inclusão educacional de estudantes com transtorno do espectro autista na rede estadual de Goiânia. Goiânia (GO), 2026. 113 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2026.http://repositorio.unialfa.com.br/handle/123456789/795SILVA, Monalisa Oliveira de Vasconcelos. Teacher Education and Educational Inclusion of Students with Autism Spectrum Disorder in the State School Network of Goiânia. 2026. 114 f. Dissertation (Master in Regional Development) – Centro Universitário Alves Faria, Goiânia, 2026. This dissertation, developed within the Graduate Program in Regional Development, aims to analyze how continuing teacher training for the final years of elementary school contributes or fails to contribute to the educational inclusion of students with Autism Spectrum Disorder – ASD in the state public school network of Goiânia. The research adopts a qualitative approach. Two state schools were selected, one in a central region and one in a peripheral region, with the participation of 12 subjects including 8 teachers and 4 school administrators, and 24 hours of participant observation were carried out over six months, complemented by document analysis and semi structured interviews. The theoretical framework draws on scholars such as Freire (1996), Nóvoa (2009), Libâneo (2012), Mantoan (2003), and Sen (2010), as well as national legislation including Law No. 12.764 of 2012, the Berenice Piana Law, and the recent Decree No. 12.686, of 2025, the Disability Decree, and international references such as the Salamanca Statement of UNESCO 1994. The results reveal that, despite normative advances and the existence of teacher training programs, persistent challenges remain in school infrastructure, the fragmentation of professional development, and the insufficiency of adequate pedagogical resources, with marked inequality between central and peripheral schools. It is concluded that the effective implementation of inclusion depends on the consolidation of continuous and territorially grounded public policies, aligned with the goals of SDG 4 on Quality Education, especially target 4.c on the qualification of teachers, capable of integrating school, family, and community. This study contributes to the understanding of inclusion as a driver of regional development, by articulating teacher training, pedagogical practices, and social policies in favor of justice and equity.ptEducação inclusivaTranstorno do Espectro Autista (TEA)Formação docentePolíticas públicas educacionais