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The study addresses the paradigmatic transition process from modern science to postmodern science. We sought to analyze the re-signification of Inclusive Education in the school, to characterize the dominant and emerging paradigm, to identify the paradigms of the institutionalization, to describe the typologies of traditional, integrative and inclusive school. It is a bibliographical research where the analysis of literature published in books, articles of printed and electronic magazines was constituted. The study included 17 references indexed in the database: Scielo and Google academic. The crisis of the paradigm points the contours of the emerging paradigm in the perspective of effective school inclusion. Refers to Inclusive Education as a new process of production and appropriation of knowledge and as a new way of being in the relationship.

Inclusão Escolar: O Desafio de Um Novo Paradigma de Escola / INCLUDE SCHOOL: THE CHALLENGE OF A NEW SCHOOL PARADIGM