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This is the initial result of the sum-up of the work of two teams. It refers to issues of 1. terminology in the field of the mental health problems of ‘children of inclusive education’, 2. teacher training and 3. the desire to know of students with serious psychological problems. The two teams (LEPSI, Faculty of Education/Institute of Psychology, University of Sao Paulo, and CLIOPSY, University of Paris V and Paris X) belong to the research field of the intersections between psychoanalysis and education. In regard to the terminology discussion around the designation of "disabled children, handicapped or with special needs", the authors chose to defend the revival of the old expression "mental problems", in order to signal the rejection of a massive presence of medical discourse in the area of education. In the field of the care for practitioners of inclusive education, the authors consider it essential to identify the conditions that will protect the educator from the ‘burn-out’ or the professional depression in face of the heavy and complex work of school inclusion. They report a French and a Brazilian studies around that theme. Finally, they discuss the place of the desire to know in the schooling of children with serious psychological problems. It follows that if the inclusive school of today is not able to make questions about the desire to know, we must mobilize educators, psychoanalysts and researchers to work toward a transformation of that school

A ESCOLARIZAÇÃO DE CRIANÇAS E DE ADOLESCENTES COM PROBLEMAS PSÍQUICOS GRAVES NO BRASIL E NA FRANÇA: Algumas observações