Abstract
This article is an integrative synthesis of two studies conducted with teachers of inclusive classes in Brazil and discusses the reality of inclusive teaching in contemporary Brazilian schools. The goal is to foster reflection about emotions and teaching practices in inclusive contexts based on Vygotsky's Cultural-Historical Psychology. The results reveal that the practices express the Teacher's meanings and emotions to the inclusive process, affecting the teaching-learning processes. We conclude that the implementation of inclusive systems implies understanding the singularities of each real subject that is part of the school. Therefore, it is essential to recognize emotions and rethink practices, building new paths that promote and ensure real inclusion.
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