Abstract:
The goal of this paper is to semantically analyze the terms “compassion” and “affection” based on the implicit concepts within each of them. The goal of the research aims at elucidating the dimensions of compassion and of affection implied in the human being and based on the listed considerations, analyze their insertions in the process of school and social inclusion of people with deficiencies. In current times the teachers are faced with the obligation of working with students with deficiencies in the class room and the teachers have not yet had within their academic formation the specific training to tend to this situation with efficacy. To carry out this study, the methodology used was based on a bibliographic survey and the observation of the school teacher routine. The bibliographic research is constituted by the theoretical conceptions presented by Piaget, Freire, Vigotsky, Wallon, Restrepo, Noé, Gadotti among other authors who highlight affectionate procedures and how to educate children, with or without deficiencies, in a pedagogical and theological perspective in a time in which appearance passes through the essence. Based on the importance given the teaching action a theoretical review will be done of the findings which deal with the human infant development in the intellectual, socio-affectionate and motor areas. The bibliographic studies led to the conclusion that the task of humanizing education makes it possible to have school and social inclusion without prejudices. The inclusion of the child with deficiency must be based on compassion, a continuous process which is carried out by the teacher practice challenged by love and passion for the other. The conclusion is that faith placed in and within the teacher activity is the first methodology for the inclusion of the child with deficiency in the school environment.
