Objectives: To analyze the presence of Intellectual Property (IP) in undergraduate Pedagogical Course Projects (PPCs) at the Federal Institute of Mato Grosso do Sul (IFMS), identifying gaps and opportunities for curricular inclusion. Theoretical Framework: The research is based on the Brazilian regulatory framework, including the Industrial Property Law, the Copyright Law, the Innovation Law, and the National Intellectual Property Strategy (ENPI), in addition to engaging with national and international literature on IP and innovation education. Method: Documentary, descriptive, and qualitative study, covering PPCs for undergraduate, bachelor's, and higher technology programs in effect until 2025. The analysis focused on objectives, syllabi, competencies, and program content, categorizing the results into explicit or implicit references to IP, or a complete absence of references to IP. Results and Discussion: The findings reveal a lack of direct mention of IP, although indirect references to innovation, entrepreneurship, and integrative projects were identified, which represent potential insertion points. The study also highlights the disconnect between the strategic objectives of the Institutional Development Plan (PDI 2024–2028), which values innovation and technology transfer, and the curricular reality of the courses. Research Implications: The systematic absence of IP in the PPCs represents a formative weakness, but also an opportunity for mainstreaming in existing components, integration with the Technological Innovation Center (NIT), and strengthening outreach activities. Originality/Value: The work contributes to the debate on academic policies and to the consolidation of a culture of innovation in Federal Institutes by highlighting the need for structured curricular inclusion of IP.
Júnior et al. (Tue,) studied this question.
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