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This article discusses the integration of a mentally disabled student enrolled in an elementary school, based upon the analysis of his body behavior. The goal is observing the relationships he establishes with other students. In the first part, we discuss school integration, then approaching the recess time. In the second part, we make some comments on the micro- ethnographic cut, using observation as a data collection technique. Two categories were identified and analyzed: regularity and aggressiveness. The conclusion outstands the existing adverse conditions for this student during the recess time. We also highlight that the school management must increase its commitment in order to assure the integration proposal implementation.