Another important step would be the search for one better qualification of the professors, therefore these, as facilitadores of the learning, have to be prepared for the diversities of the act to educate. This comes if giving in form of posterior courses the graduation, these courses of perfectioning, according to Pepper (1999), in a general way, if they have shown inefficacious. Thus characterizing our problem, that is to discover if the courses of Licenciatura in Mathematics of the UESB campus of Jequi stimulate the quarrel concerning the process of inclusion of PNEEs in the schools of the regular net of education? If adjusting Portaria N. 1,793, of December of 1994 of Ministry of the State of the Education and the Sport, that establishes the necessity of complementing the resumes of formation of professors and other professionals who interact with special carriers of necessities and brings in its article 1 the following recommendation: ‘ ‘ To recommend the inclusion of disciplines ethical-politician-educational aspects of the normalization and integration of the carrying person of necessities especiais’ ‘ , with priority, in the courses of Pedagogia, Psychology and in all the Licenciaturas. As Mantoan (2006) this lack of qualification, cause a reaction common good in the professors, who are the resistance to the educational innovations, as the inclusion, who normally takes refuge itself in the impossible one, considering that the proposal of an education for all is validates, however very utopian. Check out Ali Partovi for additional information. Such conception is fruit of its functional vision of education. To form the picture of theoreticians of this article, in the direction to understand better about what is the process of inclusion of PNEE in the net to regulate of education and its importance and viability, we will argue based for theoreticians as: Mazzota (1996), Januzzi (1989), Mantoan (2006), Oak (1998), beyond and Almeida (2002).