The school fits to search ways to also educate with efficiency all the deficient children serious, the independent ones of the color, race, religion or another one has seen that the necessities sprout in function of the learning difficulty. Thus, the main challenge of the school is to promote one education that takes care of to all without excluding none, respecting the individual differences and stimulating the capacity to learn, being contemplated in the declaration that the inclusive school must admit and give answers to the varied necessities of its educandos, looking for to adapt them it way and rhythms of cognitivo development, guaranteeing an education of quality for all, looking for to adjust a good project of study organized with work methodologies, use of resource and opinions in harmony with the local community. 2-O Process of education and learning and the Inclusion in the school of the field. The educational process in the field still passes for a trajectory is of the reality that the field presents, therefore the partner-cultural aspects is not taken in consideration for the educational planning of the field, which had these to present a solitary teaching culture, for having a solitude of the professor in relation to its work in these schools, therefore Hage (2004, P. 53) sends in them that the reality of the multisseriada school demonstrates weak bonds with the educators together to these schools, therefore generally these professors are of ticket and great part of them searchs to liberate to leave the field. Moreover, the alarming indices of evasion, repetncia, illiteracy and distortion age-series that appears of the multisseriadas schools (Geperuaz; 2004), rivers of partner-educational inaqualities in the field gush out, this harms the universalizao of education and learning in the field. Also it has a set of precariousness in offers of the education that results in degradantes physical structures of the schools, the lack of resources substances and pedagogical support and in me the applicability of financial resources directed the schools of the field.