This study had as a backdrop the question of inclusive educational practices in everyday childhood education teachers of the School of Application of the Federal University of Pará The proposal was to address latent issues of inclusive education, such as: The educational inclusion process, continuing education, teaching practice. On the way the research of theoretical and methodological point of view, there was a survey on the qualitative approach through a case study with use of bibliographic and documentary research, as well as field research, with the focus group application for teacher Early Childhood education EAUFPA and subsequently processing the data from the perspective of content analysis. The theoretical path to the making of this investigation flitted from historical and epistemological conception of Special Education until the present time in view of Inclusive Education appropriating the legal basis governing the Basic Education in Brazil in the contemporary period, highlighting the Law 9.394 / 96 (Law of Directives and Bases of Education - LDB) and the National Education Plan and National Special Education Policy in Perspective of Inclusive Education. To support the issues surrounding inclusive education and pedagogical practices tracing dialogue was with Romeo Sassaki (1997), Stainback and Stainback (1999) and Rosita Carvalho (2012, 2014). The study is based on Nóvoa, Arroyo (2013), Sacristan (1999) to address the training of teachers. It has addressed the concept of disability adopted by the social model of disability to better understand the process of inclusion in school before her students in a situation of disability from the perspective of the authors Diniz (2012) and Carvalho (2012/2014). Inclusive education does not need to conform to a "model" established and must be followed. The pedagogical practice combined with numerous educational processes, including research, collective dialogue and shared reflection, can handle say whether this practice reached inclusive dictates. The survey revealed that the teachers think of EAUFPA from kindergarten on, especially their teaching on the paradigm of inclusion, denouncing the weakness is their training as well as the issue of seasonal continuing education in schools, which is assumed by themselves teachers as self-training. It is worth noting that although it is evident the need expressed in the teachers' speeches about the training targeted service inclusive education, the team as a whole as positive attributes the path traced in the space of Early Childhood Education Coordination. It takes more than laws to work the educational inclusion of children in disability situation. We need to change the school culture, change the work culture of those who work in schools.
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