Resumo:
This study aimed to analyze how the theme of school inclusion is addressed in the Pedagogical Course Projects (PPC) of undergraduate courses in Natural Sciences and what understandings can be constructed from the guiding documents of these courses. To this end, documentary research was carried out, based on the analysis of PPC that were selected according to their classification in the 2021 ENADE (National Student Performance Exam), considering the evaluative extract referring to unsatisfactory, satisfactory, and high-quality performance. The investigation adopted a qualitative approach, with data analysis guided by the path proposed by Robert Yin. For theoretical grounding, authors who discuss teacher training, curriculum, and inclusion were consulted, among whom Nóvoa (1992), Tardif (2020), Imbernón (2006), Sassaki (1997), Mantoan (2003), Diniz (2007), Mendes (2017), Arroyo (2013), Gimeno Sacristán (2000/2013), and others stand out. The results indicate weaknesses in the approach to school inclusion as expressed in the PPC (Pedagogical Project of the Course), especially regarding the legal basis and the proposition of effective practices aimed at inclusive education. Data analysis showed that courses offered by federal institutions present more systematized perspectives on inclusion when compared to those offered by private, state, and municipal institutions. It was also evident that institutions with inclusion support centers tend to present more structured inclusive pedagogical perspectives. Finally, this study revealed tensions between teacher training, curriculum, the institutionalization of inclusive policies, and the concept of collective responsibility in promoting school inclusion.
