Inclusão escolar: realidade ou utopia?

This article aims to reflect on the practice of school inclusion as a facilitating and essential tool for quality education, where everyone, regardless of any "differences," is included in the teaching and learning process. The objective of this article is to analyze the importance of school inclusion, based on a deep and interactive relationship between teacher/student/school and family. The methodology used was qualitative research and a literature review, with contributions from authors such as Miranda, Sassaki, Gomes, Fávero, Sarlet, and others. This research focuses on understanding that school inclusion should stem from a proposal that effectively integrates the student into the teaching and learning process and, above all, provides them with an attractive and quality education that meets their most diverse needs.