The present work brings the role of the pedagogue in the inclusion of students in the school, its pedagogical practices and conceptions about inclusion. With the main objective of understanding the role of the pedagogue in the school inclusion of students with disabilities, the article asks: what is the effective role of the pedagogue in the process of school inclusion of students with some type of disability? The methodology used for its development is of a qualitative nature, divided into two stages: in the first stage, exploratory research of theoretical references was carried out that subsidized the elements of discussion, having as support the meeting of the following theorists: Carvalho (2004), Mantoan (1997; 2004), Libâneo (2006 p.39), as well as the Education Guidelines and Bases Law (LDB), National Education Plan (PNE), among others. The second stage was the collection of data in the field research, having as locus the Municipal School of Infantile and Fundamental Teaching Sagrada Família, in Tomé- Açu, Pará. As a result, the research points out that the role of the pedagogue in the school inclusion of studemtes wuth disabilities is to mediate all dialogue so that students with some type of disability can have the same rights to learn as any other student not included in the spatial category.
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