The present study deals with the importance of art education and its contribution to the inclusion of people with disabilities, through the reflection proposed by freirean thought. The main objective of the study was to analyze the contributions of Paulo Freire's thought to the teaching of visual art in an inclusive perspective. Regarding the specific objectives, the study proposes the identification of theoretical assumptions in Paulo Freire's works that would make it possible to think about inclusive education. As a study methodology, a qualitative bibliographic research was carried out, through data analysis proposed by Bardin. The investigation concludes by the observation that the teaching of visual arts contributes beyond the presentation of aesthetic knowledge to the student, but instigating and developing their critical and reflective sense, so that they can understand their own reality. In this sense, the role of liberating education proposed by Paulo Freire is fulfilled. It is understood by the need for equity in the inclusion of students with disabilities in regular education, so that their individualities can be met and reach their best development potential.
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