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This study is aimed at analyzing the imaginaries about educational inclusion of the preschool and elementary school teachers of the Francisco José de Caldas Municipal Educational Institution. In this research, the ideas and concepts were identified, from which the characteristics regarding educational inclusion were described and finally the teachers' imaginaries regarding educational inclusion were interpreted. On the other hand, with respect to the methodology, a qualitative approach was developed, with an ethnographic research method that was aimed at qualifying the imaginary about educational inclusion that the study group has, which involved the use of a semi-structured interview, tending to know among other aspects what are the imaginary, ideas, beliefs of teachers regarding both educational policies and the inclusive population. Finally, a review of administrative documents was made as secondary information such as the characterization of the inclusion population, providedby the inclusion managers.