It is treated in this direction, as Sacristn (1999) of a cultural change that is not depleted in a formal structure of participation. In this universe, therefore, to give to voice to the families of pupils with NEE and exposition of public politics, it fits in them to think: More than what to ask who it can speak, we would have to ask of that forms can speak together and, what is more important, as we can make to advance the dialogue. How it is possible that different communities speak in set? How we can join our voices, either in choir, antivoice, call in reply or polifonia? Which are the ways of speak collective? In this direction, the penalty can be valid to be concentrated less in identity as something that if ‘ ‘ tem’ ‘ more in identification as something that if ‘ ‘ faz’ ‘. (SHOAT, apud NEPHEW, 2004, P.
126). We need to reflect, until point the definitions and conceptions of citizen of the special education they make possible the removal of barriers for the learning of pupils who for biopsicossociais characteristics need differentiated support? Inplica to identify to the citizen that ‘ ‘ faz’ ‘ , that capable one to reach the objectives of education but also to not only consist as an operating being in the society. To identify to the citizen that ‘ ‘ tem’ ‘ (deficiencies, upheavals, superendowment, necessities educational special) on the other hand of that ‘ ‘ faz’ ‘ , limiting it, it implies a risky condition of expression of the citizen. REFERENCES AMARAL, L. On crocodiles and the ostriches: speaking of physical differences, preconceptions and its overcoming.