This study aims to understand the schooling of blind students in an inclusive proposal. We reflect on the possibilities blind students have of going to regular schools, considering the individual who is immersed in social relations. We interviewed six deaf adults who were taught to read and write in Braille, and went to regular schools at some point in their lives. The oral reports were constructed according to the thematic oral history approach. The life history methodology enabled apprehension of some of the multiple and complex nuances determining reality for these students. Theoretical interchange occurred with authors working in the critical historical approach. Results suggest that families with access to adequate goods and services are able to guarantee schooling for their blind children; special education support services for the regular school are a necessary condition for these children; blind people appropriate the empirical world through social meanings mediated through the word.