It is a study about the curriculum of twenty Physical Education courses, in the best
institutions of higher education in Brazil, according to University Ranking Folha (2017).
It aims to understand how these courses work inclusion in their curriculum; to analyze
whether the concept of inclusion in the curriculum of the courses analyzed respects
the principles of Universal Design for Learning; and propose ways that favor the
establishment of inclusion in the curriculum of physical education, in accordance with
the principles of universal design for learning. Regarding the methodology of the
research, we adopted as a theoretical orientation the qualitative approach, and as a
research strategy the bibliographic study, which allowed us to reflect on this
phenomenon, from the menus of the courses of the mentioned courses, available on
the website of the investigated institutions. To do this, we map the content of the
subjects focused on the theme of inclusion and categorize how the inclusion is
approached in such courses. We used the content analysis of Bardin (2011) for data
processing; and field concepts in Bourdieu (1989, 1996, 2003 and 2014); Universal
design in (CARLETTO; CAMBIAGHI, 2016); and (CAST, 2011) as a theoretical
contribution. The results show that, even though the courses analyzed perceive the
inclusion of accessibility, no discipline offered in the twenty Brazilian Physical
Education courses in the universe of this research, develop the inclusion from the
perspective of the Universal Design, focus only on the issue of physical disabilities,
which ratifies the importance of a curricular restructuring in order to actually
mainstream inclusion and not only in favor of students with disa
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