This paper reflects the studies and debates that have taken place within the Graduate Program in Education at State University of Rio de Janeiro together with teacher experience at an elementary public school in the city of Rio de Janeiro. It seeks to comprehend the exclusion/inclusion process in a manner that reveals an alternative way to establish closer communication between graduate students and the daily routine of a regular school. To accomplish this end, the paper makes use of sociological and psychosocial references about exclusion that are useful for understanding school exclusion. It concludes with an “experience report” that illustrates the exclusion/inclusion process in the context of the school.