This paper raises the issue of inclusion and its relationship with the school context from a theoretical study, seeking approaches to historical and dialectical materialism. Initially it exposes the historical background of national and international social movements with a view to protecting human rights. Then it discusses the institutionalization of access and retention of people with disabilities in school systems and the current practices of exclusion in the social and educational environment. Finally it presents some reflections and possible contributions of critical School Psychology in order to reduce prejudice and discrimination, enabling the delivery of quality education to everybody without distinction. As a result it was found the importance of establishing collective strategies to overcome the limitations that arise at school daily routine, which involves information and formation of new ideas that are really inclusive.
School nclusion; school environment; School Psychology