Avaliação escolar e as crianças com deficiências: de políticas excludentes a aproximações inclusivas

School evaluation for children with disabilities is a challenge for education professionals. In this sense, this work aims to present some of the results of master's research whose title is “School evaluation in the educational process of children with disabilities from the perspective of elementary school teachers”. We aim to understand aspects in school evaluation that are close to formative evaluation from the perspective of elementary school teachers. For this qualitative approach research, we use as methodology the analysis of content and focus group technique. In the teachers' dialogues we were able to understand to what extent the school remains in an excluding logic and for due to this is important to resist and opt for proposals of evaluative work that are close to inclusive principles. We concluded that the teachers organize the pedagogical work for children with disabilities in accordance with the principles of formative evaluation.