The research aims to analyze the relationship between policies and the practice of continuing education policy for Early Childhood Education, from the perspective of inclusive Special Education in the municipal education system of Recife. As a theoretical framework that supported the research, we discussed Paulo Freire's conceptions of education, Maurice Tardif's studies on teaching knowledge, Antônio Nóvoa's ideas about teacher training, and Teresa Mantoan's perspective on inclusion. The theoretical-methodological perspective of the policy cycle and the theory of political action by Stephen Ball and his collaborators were adopted. In this way, the contexts of influence and the production of text and practice were analyzed. To this end, texts from municipal education policies, semi-structured interviews with managers, and focus groups with regular Early Childhood Education teachers were used. Laurence Bardin's content analysis approach was used to analyze and process the records. Among the results obtained, the need for spaces for inclusive continuing education, a greater focus on experiential knowledge, and the exchange of this knowledge stand out. In conclusion, we point out possibilities for changes and new paradigms in the design of a new school when the right of all children to quality and equitable education is considered.