Objective:

The paper describes a working method aimed at transforming the professional improvement of the team of advisors and supervisors of primary education to face socio-educational inclusion.

Methods:

Research methods such as analysis, synthesis, historical, logical, interview, survey, documentary review and percentage calculation were used as a descriptive statistical method.

Result:

The main finding is the proposal of a working method aimed at transforming the professional upgrading of the team of advisors and supervisors of primary education to face socio-educational inclusion, characterized by sharing the knowledge learned and building new knowledge from cooperation, skills, habits and values.

Conclusions:

The professional improvement of the team of advisers and supervisors of primary education in the treatment of socio-educational inclusion is a subject of wide theoretical-methodological repercussion. Its outcomes may be improved by through by using the Cooperative Knowledge Method.

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