Araújo, Monica Dias deRodrigues, Ana Paula Batista2023-03-312024-09-012023-03-132023-03-312022-10-21https://ri.uea.edu.br/handle/riuea/1486The present study entitled "The role of The teacher in the process of school inclusion", addresses an extremely important issue in the school context, because through these discussions we understand that innovative methodologies are a fundamental part of the teaching and learning process. In short, the general objective of this paper is to analyze the role of the teacher in the process ofschool inclusion, from a bibliographic perspective. And the specific objectives are: (1) to identify the methodologies used in the process of school inclusion in daily activities in classrooms; (2) to know the challenges and difficulties encountered in the teaching-learning process, and finally (3) to socialize the results of research in the area of school inclusion. The methodological procedure used in this work was qualitative bibliographic, with the help of Google Scholar, search sites on the proposed theme. In general, based on the results found in this work it was possible to find methodological tools essential in the process of teaching-learning and inclusion such as: educational games, development of exhibition posters, assistive technologies, the use of "ato de brincar" as a mechanism of teaching methodology, didactic sequence. These become primordial and essential tools for the inclusion process of students with any special needsAcesso AbertoEnsino e aprendizagemMetodologiasInclusão escolarEducaçãoTrabalho de Conclusão de Curso