2026-06-082026-06-082026-03-04https://repositorio.ifal.edu.br/handle/123456789/3081This article analyzes the Pedagogical Course Project (PPC) of the Integrated High School Technical Course in Buildings at the Federal Institute of Alagoas (IFAL) – Maceió Campus, approved in 2019, with emphasis on the presence — or absence — of accessibility, inclusive education, and Universal Design principles in the curricular organization. This is a qualitative study of documentary and bibliographic nature, grounded in legal frameworks of inclusive education and theoretical references on curriculum, Professional and Technological Education, and Universal Design for Learning. The analysis of the PPC and course syllabi reveals that, although the course presents an institutional discourse aligned with comprehensive education and social inclusion, accessibility and Universal Design are not systematically incorporated as structuring curricular principles, nor is there explicit articulation with the Center for Assistance to People with Specific Educational Needs (NAPNE). The findings indicate that several curricular components show strong potential for addressing these themes, particularly those related to architectural drawing and design; however, such approaches remain implicit. It is concluded that the lack of pedagogical intentionality in this area may limit the critical, ethical, and socially committed professional training of graduates, while the integration of Universal Design into the PPC represents a concrete possibility for strengthening technical and civic education within Professional and Technological Education.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação inclusivaAcesssibilidadeEducação Profissional e TecnologicaInclusive educationAccessibilityProfessional and technological educationTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO