摘要：Throughout the history of inclusive education, many perceptions have shaped it. Thus, through research in this educational field, studies have contributed to the implementation of major milestones and legal events that have come to guide the reality of inclusive education. One of these implementations is related to initial teacher education since the curricula of the courses must include special education. Therefore, the present study aimed to investigate the conceptions, knowledge and pedagogical practices related to the inclusive education of undergraduate students in biological sciences at a university located in the Vale dos Sinos / RS, using team based-learning (TBL) strategy. The TBL methodology proved to be effective, as it provided opportunities for the construction of dialogues. On the other hand, there were many insecurities related to the teaching practice regarding inclusive education, which exposes the fragility in the offer of subjects that address inclusion. Thus, it is necessary that teachers are better qualified to understand inclusion in its essence. To this end, it is necessary to create opportunities that promote discussion and the construction of a reflective look towards inclusive education.
