In this article, we report on our experience of training new
primary school teachers in inclusive education, from a Freirean
instructor’s perspective, aware of the challenges posed to
teaching by this educational paradigm. This report is based on
the objectives and contents presented during a training session
on inclusive education, in which we invited the new teachers
to become aware of the systems of discrimination that hinder
the egalitarian mission of the school and the learning of pupils
with disabilities, and to change their practice towards greater
inclusiveness. While emphasizing the principles of accessibilization
and differentiation that support inclusive practices, we
implemented a Freirean praxis in responding to the expectations
of the teachers for practical solutions, by asking them to
perform an inclusive activity that can be directly implemented
in class. After relating the inclusive paradigm to the principles
of a pedagogy of equality, we finally invited the teachers to
progressively construct their own engaged and critical Freirean posture towards inclusive education and its more segregated
counterpart, the integrative paradigm.