This master's thesis work aims to explore the boundaries between History Teaching and the concept of inclusive education, highlighting the importance of us, historians and History teachers, looking at the issue of inclusion as part of our research field. and planning our practices as education professionals - as other areas of knowledge already do. If we think that the history of people with disabilities was bequeathed to various oblivions to the detriment of official narratives, only gaining relative visibility in the second half of the 20th century, with History coming from below, and the influence of Marxist works, we can associate such erasure with the look that these individuals acquired in the social environment. Forgetting, segregation, integration and more recently, inclusion, are steps that mark the socio-historical trajectory of these individuals, which needs to be embraced by the research of those who dedicate themselves to the Teaching of History (if we think about the lack of our training curriculum of degree courses in History for this theme this need increases exponentially). Another challenge that this research proposes is to collect information from History teachers and students, as well as other education professionals, in the city of Bragança, in the State of Pará, in order to create an overview of how this inclusion of people with disabilities in schools of the state public network has been developed in History classes over the last few years, in addition to reflecting through research that touches on the theme, and from the teaching experiences themselves, what are the possible contributions that we can make to a better approach of this theme in the teaching of History , and research that may arise from this same perspective.
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