In this article, we resumed the advent of the school in the cradle of western capitalist society and the role of the reading and writing in the idealization of a perfect society, based on the concepts of utopia (MANNHEIM, 1976; RICOEUR, 1989; BAKHTIN, 1988, 1997; SANTOS: 1995; OLIVEIRA, 2005) and literacy (STREET, 2003; SIGNORINI, 1995; SOARES, 1998; COLLINS; BLOT, 2003). Our goal is to revisit these concepts in order to analyze interactions between teachers and teacher educators who experience changes implemented by Escola Plural Program policies, ongoing since 1994, in Belo Horizonte, Brazil. Understanding "inclusion in school" as a set of measures to ensure education to ALL citizens to whom this right has historically been denied, we cut out fragments of interactions that occurred during training meetings. The analysis show that our subjects sometimes reproduce, sometimes resist liberal discourse and the 'outside world', as they refer to social relations. They also reveal the relations between the vision of society and inclusive measures and how teachers perceive the role of schooling in the future life of the students and how they idealize (or not) all this process.
Interaction; Utopia; Inclusive schools