| Sumario: | The National Policy of Special Education in the Perspective of Inclusive Education (2008) legitimizes demands that for some time were totally unassisted in the school environment. This act was presided over by questions related to teaching practices and whether they offer learning possibilities for this public, given the homogenizing patterns of the school. This analysis is a qualitative study that was based on bibliographic research, in which we aimed to present the need for a resignification of pedagogical practices in order to meet the current demands of the school, based on a reflection on the analysis of the curriculum. These elements allowed us to realize that the operationalization of inclusive practices is a challenge and that we must resignify our practices in a multicultural perspective, breaking stigmas and barriers that can generate impediments in this path, where new paths need to be structured in order to favor the teaching and learning process of this segment.
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