Inclusion goes far beyond the simplicity of integrating people with disabilities into regular
education; suggests not leaving anyone out of the process from the start. And at no point is it a
reintegration, but rather, leave it included from the first moment. And this concept is a
responsibility to be practiced throughout society, not just in the school space. This study aimed
to identify and define the profile of scientific production of Inclusive School Physical
Education, in the northern region of the state of Tocantins, through the analysis, mapping and
identification of course completion papers aimed at Inclusive School Physical Education, in
courses Physical Education undergraduate courses installed at Universities in the North of
Tocantins. Based exclusively on course completion work, this research is methodologically
qualitative bibliographic. For analysis of the works, tables were prepared, highlighting: the year
of publication; the institution; the title and objective of each article and monograph presented
as Course Completion works. In the results, it was possible to identify thirty-four (34) course
completion works (TCC's) focused on the theme of Inclusive School Physical Education, in two
Higher Education Institutions, one institution being private and the other public, the vast
majority of works they are presented in the form of a scientific article, the course conclusion
works are predominantly qualitative, observational, and exploratory in nature, the professors
are the target audience of almost all researches. Given the objective of the research, it was
concluded that scientific research in the northern region of Tocantins, on inclusive school
physical education, identifies teacher training and qualification as the main way to solve the
problems of inclusion in Education classes Physics, as well as the necessary investment in the
physical structure of the school and in adapted teaching materials.
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