This article explores the relationship between educational practices and inclusive practices in order to clarify the reason why dealing with the activity of training professionals for inclusion in the educational field means dealing with training educators tout court. Accordingly, this article presents some educational postures and tools that can promote educational practices which can be constitutively oriented to emancipation and able to support processes of inclusion in terms of dialogue. These processes are understood as those activated when the subjects are involved in rewriting their action schemes and in making contexts open to the expression of differences, in a framework of mutual respect that acts as a barrier to possible individualistic and relativistic drifts.