This investigation focuses on the analysis of the discursive interactions produced within a social network, the Network Goiana Interdisciplinary Research in Special Education / Inclusive (RPEI.) We argue that when the teacher reflects in space of their conceptions and practices, becoming aware of them and has a theoretical support, there may be changes in teaching practice of critical and reflective nature, we adopt a social networking space as training of science teachers to inclusive education. Under the assumption of historical and dialectical materialism, research has elements of a participatory research and was developed during meetings of RPEI occurring in a period of eight months during the years 2007 and 2008. Our results, they discuss a posteriori categories that emerged from the voices of the subject and allows to conclude that the RPEI presents as possible strategy for initial training and continuing education in order to inclusive education.