INCLUSÃO DE PESSOAS COM DEFICIÊNCIA NA FORMAÇÃO DOCENTE: UMA ANÁLISE DOS TRABALHOS DE CURSO DA LICENCIATURA EM CIÊNCIAS BIOLÓGICAS DO IF GOIANO – CAMPUS CERES

Abstract

The present study aims to analyze how undergraduate students from the Biological Sciences course at IF Goiano – Campus Ceres understand school inclusion through their Course Completion Papers (TCCs), defended between 2013 and 2024. The research is characterized as a bibliographic survey, using TCCs deposited in the Institutional Repository and available at the course coordination office as the main source. The study identified and analyzed papers addressing the inclusion of people with disabilities, encompassing physical, sensory, intellectual, and multiple disabilities. The results reveal a growing concern among future teachers with the topic, although there are still gaps regarding the practical implementation of inclusive strategies, continuing teacher education, and the articulation between theory and practice. The analysis showed that, although the papers address legal, pedagogical, and social aspects, emphasis on successful practices is still limited, indicating the need for greater investment in applied research and pedagogical practices that promote equity in the school environment.