This article discusses the results of a research carried out at a Children Education Municipal School - EMEI - in the city of São Paulo, and aims at identifying both the indicators of involvement in the work with children, and those determining the building of an inclusive environment. The data collection was accomplished through observations during the three steps of Children Education, and through survey on pedagogical documents. The work developed according to diversity presents important contradictions to be thought about, expressed through unequal treatment toward children. The concept of 'inclusion' is restricted to assisting disabled children and the needs of both the remaining children and the professionals working at school are most of the time disregarded. The isolation and the involvement with marginal questions of the pedagogical work are crucial points to be considered when coping with attitude barriers in building an inclusive environment. The project is supported by FAPESP.
Inclusive education; children education; prejudice