This study's main objective was to verify how the implementation of inclusive education projects has been developing in Brazilian public primary schools. Thirteen teachers whose classrooms include pupils with special needs participated in this investigation. A questionnaire composed of four open questions was used. The data collected was subjected to content analysis. The main results have shown that the changes in the schools occurred almost exclusively with their physical infrastructure; and that in some of them not even these modifications were executed. The professionals have not received any training that might help them develop inclusive projects. In addition, the majority of them have little or no knowledge at all of the students' deficiencies and of inclusive education. The indication is that educational inclusion has been done without adequate infrastructure, both human and material, and that the result might bring more damages than benefits to those participating in it.
Education; School; Inclusion
