Demystifying the myth of the homogeneous class: paths of an inclusive classroom

In this article, we aim to rethink the classroom and its organization with a view to promote significant changes towards inclusion.In this way, we chose to apac1/60/1/cw analyze the process of teaching and learning regarding one class of the seventh grade at a secondary school in Oporto (Portugal), in which we taught English as a Foreign Language (EFL).This article is divided into 3 main parts that refer to different but articulate themes, namely: rethinking compulsory education for inclusion, cashel tail bag attention to diversity in the teaching-learning process and also the teaching process learning and effective management of teaching time.