The inclusion in education is not restricted to the multifaceted vision of the deficiency. It consists of the dialectic exclusion/inclusion, becoming a constituent part of the exclusion. We know that the antinomy exclusion/inclusion means the right to the satisfaction of basic learning needs, the elimination of barriers to learning and the participation of all in the educative system. It is understood that this will only occur once we direct the thought for the development of cultures, the construction of policies and the structuring practices for inclusion. These three dimensions are necessary to the inclusive development/involvement inside any school which intends to become inclusive. The objective of this work is to show the necessity to discuss the relationship exclusion/inclusion, the differences seen as specificities of the human being and the affectivity, which is an essential aspect for learning. The management of the positive affectivity predisposes the action and the reaction in different situations. It makes the pupil "feel" the learning, rousing the interest in learning, and eliminating the school failure in the children from lower social classes. Consequently, the triad affectivity-learning-inclusion is vital for the educative process. This work was conducted in 2009, through studies guided by the group LaPEADE/UFRJ, and it is related to the period of the theoretical works consulted and the developed theme.
affectivity; school inclusion; school failure; lower social class