nÃo hà / A presente pesquisa traz um enfoque do Programa Mais EducaÃÃo em relaÃÃo à questÃo da inclusÃo educacional. Tem como objetivo principal investigar o ponto de vista do pÃblico-alvo do programa em relaÃÃo à questÃo da inclusÃo educacional. O objeto de estudo à analisado na EMEIF Delma HermÃnia no bairro do Jangurussu em Fortaleza, sendo ainda, considerado a comunidade em seu entorno, de modo a compreender o processo de implementaÃÃo do Programa na escola e as opiniÃes dos diversos sujeitos que interagem diretamente nesse processo, a partir das narrativas dos mesmos, dentro da perspectiva metodolÃgica de anÃlise de conteÃdo proposta por Bardin 2009). Reflete sobre as concepÃÃes de educaÃÃo integral e inclusÃo educacional fazendo uma interface das concepÃÃes apresentadas nos marcos legais e teÃricos que fundamentam a proposta do Programa com as concepÃÃes de diversas teorias que abordam a dialÃtica inclusÃo/exclusÃo. Trata-se, portanto, de uma pesquisa avaliativa de abordagem qualitativa, que busca contemplar as diversas facetas que perpassam o cotidiano escolar do pÃblico-alvo do Programa, os alunos, de forma a compreender os sentidos e significados do referido programa para esse pÃblico, e assim confrontarmos as diferentes ideias acerca da questÃo da inclusÃo educacional possibilitando a reflexÃo da mesma na perspectiva do olhar do prÃprio educando. / This current research focus on the "Mais EducaÃÃoâ program relating the issues of educational inclusion. The goal is to investigate the beneficiary targetâs point of view in relation to educational inclusion. The object of the study is analyzed indoors of EMEIF Delma HermÃnia school, in the neighborhood of Jangurussu in Fortaleza, and the surrounding community, in order to comprehend the process of the program implementation in school and impressions of various agents which interact directly in this process, starting from the narratives of the same, within the methodological perspective of content analysis proposed by Bardin (2009). It reflects on the concepts of integral education and educational inclusion making an interface of the presented conceptions in the legal and theoretical marks which substantiate the proposal of the program with the concepts of various theories that approach the dialectic inclusion/exclusion. It is, therefore, an evaluative study with a qualitative approach, that seeks to contemplate the different factors pervade the daily school life of the programâs beneficiary target, the students, seeking to understand the meanings of the referred program for this audience, so to confront different ideas on the issue of educational inclusion enabling the reflection of it in the perspective of the learnerâs own look.We conclude that although the âMais EducaÃÃoâ program presents in its proposal positive aspects that can contribute to the process of educational inclusion, the daily routine of the programâs beneficiary target reveals other facets that putin "check" the proposal of the program related to the issue of educational inclusion . Our study brings these