In recent years, Brazil has experienced significant progress in the indicators of inclusive education, with the participation, in 2021, of 1.35 million students with disabilities - 2.78% of the total number of students - in public and private schools. Public policies, laws, new demands from society, and the claims of social movements help to understand the evolution of inclusive education statistics, but they can not hide that almost 20% of children and adolescents with disabilities, between 4 and 17 years old, are out of school. In addition to architectural and structural barriers, attitudinal barriers are the ones that interfere the most in the schooling of disabled students, often bringing symbolic violence to this group of students. The objective of this work is to reflect on the effects of social relations within the school community and the role of the school, after the Brazilian Law for the Inclusion of Persons with Disabilities (LBI) in 2015. The schooling of students with disabilities is still marked by prejudices and other visible and invisible barriers that often affect the individual s self-image, their status as a person, stigmatizing students, and bringing feelings such as shame and deprivation of rights. Taking disability to sociological analysis, the ideal of unconditional citizenship is questioned from a very privileged point of observation: in the school world.