2024-08-282024-08-282024-08-282022-04-20https://repositorio.ifal.edu.br/handle/123456789/643The purpose of this paper was to reflect on the role of the teacher based on the Educational Policies from the Perspective of Inclusive Education, checking the challenges faced by the teacher. This research aims to analyze the teacher's role in the face of educational policies so that students are the center of the classroom. Inclusion is treating those who are different in a different way, thus one can perceive real equality being applied. According to Sassaki (1997, p.3), inclusion can be conceptualized as "the process by which society adapts to be able to include people with special needs in its general social systems and, at the same time, people with special needs prepare themselves to assume their roles in society. To deal with the process of inclusive special education and the role of the teacher, we refer to Bueno (2001), Mantoan (1993, 2003), Sassaki (1997), and others. This is a qualitative bibliographic research based on the public educational policies aimed at inclusive education and how the teacher should act according to them, taking into account that the environment interferes in the propositions available to teachers. In addition to the theorists, we used as a basis, articles that deal with the same aspect, as well as documents, legislation, laws and others. School inclusion is not the sole responsibility of the educator, since he/she needs the means and conditions to put their knowledge into practice that should be made available by the government, as well as the family should participate in the inclusion process, since it is co- responsible for the training.Acesso AbertoEducação InclusãoPapel do professorPolíticas EducacionaisInclusion educationRole of the teacherEducational policiesTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES