In the context of inclusive education and the definition of parameters to define a practice that is characterized as such, this paper offers some reflections on these issues, and brings other elements that enable us to move forward in what is a tense and contradictory field. In this sense, inclusive curricular practices gain a substantive dimension, and are called curricular practices with elements of inclusiveness. Such elements, analyzed in the light of the category school culture, bring interesting aspects to think about inclusion as a constituent element of the school that is gradually being produced, moving away from the idea of inclusion as an external role model to be achieved by the school. The analyses presented here are the result of field research in a public school located in Belém/PA and bibliographic research. The results show that an effectively inclusive curricular practice is one that allows students with disabilities to participate, produce and appropriate the school culture.