The aim of this study was to investigate the relations established between the teachers of common class, the AEE and psychologists in the process of school inclusion and the contributions that the professional psychology can offer these teachers, through partnerships. It is the choice of the objective function in the literature of the area come often pointing an initial teacher training deficit as regards the content of special education in the context of inclusive education. Also supports such a choice, the need to contribute to the movement of construction of public policies that leave all the insertion of psychologist in multidisciplinary teams at the school. For both, assumption is that the partnership between teachers and psychologists in pedagogical practices inclusive may constitute a bond promising, a time that will provide support for teachers in terms of the understanding of the processes of teaching and learning, relations within the school and to the behavior of the student. To achieve the proposed goals, will be adopted a strategy of qualitative research and the theoretical foundation from psychology historical and cultural heritage. Will participants: psychologists who meet students tutoring specialist (AEE,); teachers of common class and the AEE 16 municipal schools in a city in the interior of Sao Paulo. For the data collection will be carried out semi-structured interviews, in order to know the verbal reports on the role of the participants in inclusive education, as well as the existence of partnerships and how they are configured. The interpretation of the data will be carried out from the procedure of content analysis of Bardin (2009). It is hoped that this study provides elements that contribute to the courses of initial and continuing training of teachers, in addition to the formulation of public policies in education.
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