Humanizing the school through education inclusive

This article aims at submitting a reflection, result of a research process in which is bring two fundamental analysis elements back: the humanizing and transforming substance that an inclusive education process and teacher's role have had over the last decades. For this purpose, it is made a four phases review which organize the stages the School has passed through, in reference to inclusive processes. Secondly, it will be established the aspects that constitute a quality inclusive education, emphasizing it as an unfinished systemic process. Then, a teacher's role analysis is conducted, considering teacher as a driving force of inclusive practices from the axes of participation and learning, underlining the required features to be a teacher who contribute into a pedagogical intervention from an inclusive approach.