The inclusive education is today a basic premise in a society that wants to be democratic. The last decades demonstrated an increasing openness to the different one, to those people who have some special necessity. This reality has struck the school. The second half of century XX challenged in a special way the school in order that it constitutes itself an instrument of social inclusion of all those people who was historically been kept out of the society. This demanded a new philosophy of the education, able to think and to articulate a new educational praxis. Specially in the context of the formation of teachers, this philosophy compels to the construction of new languages able to give meaning to the inter-relationary reality of a society that is ready to value the differences. Such philosophy finds its fundaments in the Theory of Communicative Action of Habermas. It makes possible the formation in search of multiple languages capable to pronounce the meaning of the reality and to order it so that all, with all the differences, can say their word/message and no more stay out of the process of their world construction. Just so the languages would be able to become conscience, praxis, lack, necessity, interchange, and would be able to found relations among the human beings and their necessities, and establish the basis for a more democratic and righteous society.