Abstract:
The present study is aimed at investigating the relevance of affection in the education of students deaf adolescents and deaf, aiming to promote an integral education and inclusive in the school space. For both, the methodology has a qualitative approach, having by method the field research, with application of questionnaires. The participants were students deaf (deaf) and teachers of the State School for Elementary and Middle level Education Heitor Villa-Lobos, of the city of Ariquemes, Rondonia State. The theoretical support was based on various authors, among whom, Boff, Vygotsky, Laws and Decrees. The work is structured in three chapters, the first, the theoretical framework, the second the procedures of field research and third analyzes and discussion of the data. Therefore, it was found that not there is an interaction between the teachers and students in the school context, due to the lack of communication between both. The interaction is not perceived in its fullness, because the Brazilian Sign Language is not used by the teachers, compromising the relationship between teacher and student. But, despite the lack of communication between teachers and students, it was found that the affection has contributed toward the minimization of this barrier, allowing have an interaction affective and promoting us students to self-esteem and motivation in learning.
