This study analyzed the challenges related to the initial training of Geography teachers at the Federal University of Pará (UFPA) in the context of Inclusive Education. Based on historical-dialectical materialism, the research adopted a qualitative approach, involving the documentary analysis of the Pedagogical Project of the Course (PPC) and the application of questionnaires to graduates of the classes of 2014, 2016 and 2019. The results showed the presence of a single discipline focused on inclusion and identified a significant gap in teacher training to serve students with disabilities. The graduates reported difficulties faced during their training and in professional practice, highlighting problems related to the adaptation of classes and materials, lack of continuing education and insufficient institutional support. It is concluded, based on the data collected, that the PPC is outdated in relation to contemporary educational demands, making it essential to review the curriculum to incorporate inclusive pedagogical practices, aligned with the principles of equity and educational quality.