Resumo:
This investigation aimed to analyze how inclusive education is proposed in the Pedagogical
Projects of Courses (PPC) of degree in Biological Sciences of the federal universities of the
state of Minas Gerais. For this, a qualitative research of the documentary type was carried out,
having as material for analysis, the PPC of the 17 mapped licensure courses. The data were
analyzed based on the analysis of qualitative data by Robert Yin, which made it possible to
recompose the data in terms of the “places” intended for the discussion of the topic in the
curricula and the “purposes” associated with its presence in the disciplines. Regarding places,
it was evident that the theme is addressed in mandatory curricular components, optional
curricular components and in the space of extracurricular activities. Of the 78 disciplines
identified, 79.5% (62) are mandatory disciplines, while only 20.5% (16) are optional, which
shows a beginning of recognition of the theme of inclusive education in the surrounded
territory of the curricula of Biology teacher training. It is noteworthy that this achievement of
spaces in the curriculum was also represented by the diversity of purposes associated with the
presence of the theme that could be identified and analyzed. These were organized into six
categories, namely: i) Learn about Libras and aspects of education for the deaf; ii) Have
teaching experience with PAEE students; iii) Train the Biology teacher to create inclusive
didactic proposals; iv) Understand inclusive education in its different aspects; v) Reflect
inclusion/exclusion beyond school; and vi) Develop scientific research on special education.
It is expected that the analyzes constructed in this work will support future updates in the
curricular structures of teacher training courses, mainly by pointing out and analyzing
different paths for the inclusion of the theme inclusive education in the curricula. This will
make it possible to transcend the space/time of the Libras discipline and focus on resources
and teaching materials, in which inclusive education has been restricted.
