This study focuses on school inclusion in Rural Education. Considering our insertion as citizens of Mazaga, residents of the Carvão District and the expansion of our theoretical points of view, through the Discipline Socio-Inclusive Education, the following question-problem arises: what perceptions about educational inclusion do teachers of a school of education have of the countryside in the Carvão/Mazagão District? As guiding questions, there are the following: what do teachers think about inclusion in school? How is the paradigm of school inclusion present at school? How is inclusion present in teachers' pedagogical practice? The general objective is to analyze teachers' perceptions about school inclusion in a rural education school, in the Carvão District, located in the municipality of Mazagão. The specific objectives are the following: to identify what teachers think about inclusion in school; explain the ways in which the paradigm of educational inclusion is present at school; and indicate ways in which inclusion is present in teachers' pedagogical practice. Methodologically, this is a research with a qualitative approach, of the field research type, whose locus of study is the Fagundes Varela State School, located in Carvão-MZG. The research subjects were two teachers of the specialized educational service, the pedagogical coordinator and two other teachers. As a data collection technique, semi-structured interviews were used. Among the results, it was noticed that the inclusion of students with special educational needs in that rural school still faces many challenges, such as the lack of structure and accessibility, as well as the lack of teacher training, and especially the absence of public policies aimed at for that context. It is also emphasized the need to carry out more studies that portray inclusive education in rural schools in Amapá.
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