The document presents the progress of an ongoing research at a University of Boyacá, Colombia, whose topic allows us to understand how future teachers perceive inclusive practices in educational environments. The main objective of the study is to recognize the pedagogical practices of the teachers in training of the UPTC basic primary degree in the face of inclusive education. It is highlighted that the subjects of this research have been immersed in micro-practices throughout their educational career. The research is developed from a qualitative approach with a hermeneutical phenomenological design. Some of the instruments for collecting information are: context reading, semi-structured interviews, and group dynamics, in such a way that a vision of current educational processes and their contribution to social cohesion can be obtained. It is expected that the results of the study will allow the identification of difficulties and opportunities in the dynamics of the classroom and the evaluation of the state of schools from inclusive approaches. Meanwhile, to envision the qualification of future teachers in a diverse social system that favors social transformation in teaching practice, from specific didactics in the development of inclusive practices.