Inclusion in recent years has been effectively discussed, which is very good, after all, significant and more effective improvements have been made possible for it to really happen. Also over the years, we have seen several works with theories, work proposals, adaptations and flexibility, reports and others that address the theme. Evidently, practising the philosophy of school inclusion is not a simple task. Through bibliographical research in this work, we present a summary of the context of inclusion in Brazil, guiding the reader from its historical context. Then, the idea of universal learning design is presented from its origin and main concepts, as well as an interpretation of it from Vygotsky’s socio-interactionist theory. Thus, this work seeks to guide the viewer, not only about the importance of inclusive work, as well as its permanence but how the use of a methodology, even if old, has been gaining space within the school environment.