The purpose of this study is to analyze the way the discourse upon inclusive practices produces some effects of truth within our social and historical environment, by evoking other discursive domains. Through a discursive perspective, affected by the psychoanalysis, some regularities enunciated by educational agents, during speeches given at a Congress concerning inclusion and diversity, were pointed out. The analysis of the data was based on the following question: to what extent the concepts of difference and inclusion make the talk of educational agents meaningful? The results have stressed the "necessity" felt by the educational agents of applying the inclusive discourse to promote a fair and equal pedagogical practice. Taking into account that this kind of practice tends not to treat the differences in a singular way, it's possible to state that repetitive, traditional and permanent identities have been built within the educational context, regardless the new educational purposes.
inclusive education; discursive practices; mistake; educational agents