This article discusses school inclusion as a collective experience involving the entire educational community, rather than an individual adaptation focused solely on students with disabilities. Based on the critical pedagogy, sociology of education, and Brazilian educational policies, the analysis highlights the need to transform exclusionary school practices into shared pedagogical experiences, where diversity is seen as intrinsic to the learning process. The paper argues that the right to learn with others is inseparable from building a democratic school that embraces belonging and listening as institutional practices.