This article analyses references to the inclusion of disabled students in the discourse of teachers from the public network, which were collected by means of non-structured interviews. These were then interpreted following the principles of discourse analysis and organized in three groups of meaning: basic conceptions, the place of oneself and the place of the other. Some kind of naturalization of the themes of disability and normality appear in the discourse. The speaker describes himself as part of the process of inclusion, even though he relates feelings of impotence, frustration and lack of preparation. This participation is limited to the classroom, and reveals certain passivity with relation to the failings of education. This differs from the world in which the teacher has a directing function (the classroom). The relations between government, parents, specialized care and pedagogical action seem to be fragmented. The facts which are indicated as unfavourable to inclusion are naturalized. This distinction between the pedagogical world and the rest strengthens a conception of inclusion as a finished product, naturalizing it and separating the process of inclusion from the relations between inclusion and exclusion.
school inclusion; special education; discourse analysis