Based on the subjectivity theory of Gonzalez Rey, this research aimed at understanding the relationship of subjectivity of teachers in school inclusion. The study had three teachers as participants, one from early childhood education and two from basic education, all of them working at a private school in ABCD / SP. These teachers had in their classrooms students with special needs. The methodological procedures used were: observations, interviews and conversation, that were conducted over nine months. The information accessed was organized into three areas of analysis:1) necessity/ impossibility of different educational activities, 2) consideration/ disregard of the complexity of development and 3) reduced possibilities of identification / membership. The result showed interdependence relationship between the experience of the teachers and the configuration of meanings about inclusion. This finding indicates the urgency of investment in the creation of conditions that may allow teachers to position themselves: agree, disagree, submit and subvert, in a reflective process on their real possibilities of action.
School inclusion; Teachers; Subjectivity; Inclusive education