The purpose of this paper is to highlight the dominant conceptualizations that were found in the texts of Critical Pedagogy and Inclusive Education as well as to attempt an analysis by grouping them. Alt-hough both pedagogies challenge diachronic shaped social norms that have permeated schools and bear responsibility for educational failures, it is important to investigate how each one perceives the prob-lems and the role of pedagogy in solving them. Data were collected exclusively through a review of the bibliography. The study includes the theoretical, socio-political framework and the history of Critical Pedagogy and Inclusive Education and a categorization of the main components that make up their academic and educational work. Afterwards, a discussion based on these foundings is developed with interpretation, analysis, correlation and criticism of their common concepts. Their similarities are found in the contribution of the modern educational system to social exclusion and social injustice, in the role of cul-ture, in the production of knowledge and in the way that both perceive the pedagogical work. All the above offer new views of the educational reality and expand the possibilities of teaching.