This paper has as its theme the school as a space for exclusion/inclusion, focusing on
aspects related to its pedagogical and political infrastructure. In this sense, in order to
problematize the exclusion/inclusion mechanisms produced by endogenous and
exogenous factors in the school, this research seeks to answer the following research
questions: "What is the school and what is its role in society?"; "How did the school
come to be set up as selective and classificatory?" and "What is school inclusion and
what measures are proposed to combat exclusion in schools?". To meet the objectives
of the research, it developed based on the qualitative approach, through bibliographic
research (DELVAL, 2002; CANÁRIO, 2005; SAVIAN, 2016; MENDES, 2012;
MANTOAN, 2006; CARVALHO, 2004) and documentary (World Declaration on
Education for all: satisfaction of basic learning needs, 1990; Salamanca Declaration,
1994). As a result, it was identified that the mechanisms of exclusion/inclusion live in
the school, however, the exclusion was strongly produced through curricular
orientations and evaluative proposals of a homogenizer character. On the other hand,
in the context of inclusion, we observed the problematization of these aspects and the
search for the guarantee of mechanisms that favor the valorization of the difference.
Thus, it was concluded that the school is a space of dispute, immersed in a continuous
tension between include/exclude.
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