The school is an environment of interaction and learning process that is always changing. Currently, social phenomena, such as the use of new technologies in education and the inclusion of disabled students in common classroom of regular education, are increasingly in actual schools. The teacher must be aware of changes to follow them in the school environment. Due to the importance of studying the beliefs to understand the teachers practices, this study investigated the beliefs and practices of teachers, based on their reports using technologies in common municipal schools classroom in Santarém-PA that adopts the inclusive education. Specifically, it is proposed: I) to know what teachers think about inclusive education and the use of technology. II) to analyze the teachers reports about their practices in the common classroom with the use of technology in inclusive education; III) to identify the beliefs of the teachers that potentially facilitates the use of technology in inclusive education and IV) to verify the existence of a relation considering the beliefs and reports of teaching practices on the use of technology in inclusive education based on the age and time profession variables. The sample consisted of 45 teachers of eleven elementary school from the municipality of Santarém, PA. Data were collected using individual interviews and analyzed using the software IRAMUTEQ. The software generates four thematic areas, divided into six grades. Each grade was analyzed separately. Considering the teachers, this study revealed that there are many challenges in inclusive education using the technology. It was verified that teachers have belief that inclusive education is important, and the use of technologies could support the education of disabled students, but considering their practices report, it was noted that few teachers use information and communication technology in common classroom of regular education and when it happens it is compounded with weakness and less innovative methods. The teachers narrative pointed that they feel the necessity of support, training, and most of them do not consider that they have enough knowledge to use technology in inclusive education in their professional practice. Potential facilitating beliefs has been identified in relation of technology adopted in inclusive education such as: the improvement in the school structure, more resources, basic and continuous training and support government, regarding the possibility to access the technologies by the teacher, and training to deal with inclusive education and information and communication technologies.
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