Many pertaining to school organizations and communities exclude, voluntarily or not, everything what they judge to be different of a culture that conducts our society. This exclusion still more cruel if is analyzed by the optics of the carrying children of Necessidades Educativas Especiais (NEE), children whom they possess in its motor development, physical or cognitivo some peculiarity differs that them from its pairs, demanding a special treatment. Such fact makes with that ' ' problema' ' presented if it becomes still more preoccupying, since the school is space of meeting of diverse citizens (each one its way) and is, or at least would have to be, development and formation space. Space that ' ' (…) it assured to all the cultural and scientific formation for the personal, professional life and citizen, making possible an independent relation, critical and construtiva' ' (LIBNEO, 1998, p.2). It would have to be the space of where conscientious citizens appeared, capable to initiate a process of change of the picture of an exculpatory society as ours. Several had been the scholars as Oak (2004), Sant' Ana (2005), Mantoan (2002), Lopes (2007) had perceived this exclusion in the schools and in them they bring interesting quarrels on the reality faced for the managers and the professors in regular schools of the nets of education. Lopes (2007) in the alert one that the inclusion arrives at the school as a revolutionary, pretensiosa metanarrativa being necessary to examine withheld it and carefully what ' ' (…) it does not mean to fight to invibializar it, but it means an attempt to think it stops beyond the reducionista binomial of the enclosed one or the salvacionista character that the inclusion seems carregar' ' (LOPES, 2007, P. 1). That is, at the moment to insert children with NEE we do not have to make it as assistencialista measure, much less to park only in quarrels of binary oppositions between inclusion and exclusion.