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This article reports a qualitative case study conducted with 42 students from two integrated classes in the second year of the Basic Education course of a public Higher School of Education in the central coastal region of the country. The research was developed in the teaching moments of the Literature for Childhood Curricular Unit, in the first semester of the academic year 2019/2020. This research was developed through the data collection technique of participant observation, whose field work took place over three consecutive weeks. The design of a more supportive and aggregative society, aiming at the establishment of an education for inclusion, requires ethical reflections on education and teaching practices.