This paper aims at investigating how disabled children are integrated in main steam preschool in the municipality of Vitória, taking into view social-interactive representations of disable children and their surrounding environment. Three basic analytical assumptions are taken into consideration: concepts of education, childhood and inclusion. The research was carried out at a municipal center for primary education belonging to the Municipal Education System of Vitória. The starting point was the perspective of case study, having as subjects a preschool children class with disabled children undergoing inclusion process, the group´s teacher, the technical and administrative board, as well as the assistance service for preschool children and special education of the Department of Education. Having as analytical assumption the inclusion process developed for preschool education of the municipality of Vitória, the study aimed at considering and understanding which conceptions of childhood and special education - inclusion - comprise the speech of the individuals in charge of the educational process - teacher, principal, pedagogue, assessor - and what is reflected in practice, in the everyday experience of children undergoing the interaction process with other children - both with and without diagnosed disability - and with adults that are part of such context. In order to accomplish that, all data obtained was analyzed in view of contemporaneous literature on inclusion of disabled subjects in main stream classrooms and the studies developed by Vygotsky, who understood human beings as subjects that have, produce and reproduce history and culture. The research was able to evidence the distance between what is said about inclusion and the everyday experience of the actors involved in the educational process. Besides, it could also bring forth the different actions within the researched in the schooling process, and that from primary education on.