This research originates in a context of empowerment, which has been progressively built from the social marker of disability, with an emphasis on public policies of inclusion and belonging that recognize children as subjects of rights. The aim was to analyze the policy of Inclusive Early Childhood Education in the Municipal Education Network of Paulista/PE. The research is based on the perspective of the Sociology of Childhood, which considers the child as a competent subject with rights, and on the theory of Political Action by Stephen Ball and his collaborators, who understand that policies are interpreted and materialized in different ways by the subjects who work in schools, removing the existing binary between policy and practice. The legal frameworks that define Special Education, as a modality that cuts across all stages of Basic Education, were also considered, with an inclusive perspective. To carry out this qualitative research, the focus group technique was used with Specialized Educational Assistance (AEE) teachers and Early Childhood Education teachers, to gather their impressions, perceptions and conceptions of the inclusive educational policy established in the school network studied. The data was analyzed using Bardin's Content Analysis method. The results showed an insufficient supply of places, weaknesses in architectural and pedagogical accessibility structures, as well as the need for greater investment in continuing teacher training and school support. Faced with the imperative to include, it is necessary, and above all urgent, for the Municipal Public Education Network to rethink the performance of inclusive policies in the context of practice, valuing the work of teachers, with a view to combating ableism in the school environment as a path to mutual coexistence, based on differences and not despite them. It is expected that the conclusions reached in this study and the new questions raised will provide a foundation for future analysis and debate within the school network studied and in other municipalities, regarding the implementation of a school for all, free of charge and truly inclusive.