The paper of the school, while relation professor and pupil, is of utmost importance so that the formation of auto-esteem either pautada in security, autonomy of ideas, concepts that the proper pupil has of itself and that they contribute for its pertaining to school performance and of its life as a whole. The question of the affectivity and auto-esteem is a world-wide concern. USC has plenty of information regarding this issue. All the segments of the society have these boardings in its speeches and search practical that they can condizer with what they believe truily. The affectivity in the treatment with the people is one estimated of what authors mention themselves as the rescue the human values forgotten by us that we are involved with the agitation of day-by-day. Believing this, ANTUNES (1996, p.56) affirms that the relation professor and pupil must be based on affectivity and sincerity, therefore: If a professor assumes lessons for a classroom and believes that it will not learn, then is certain it will have immense difficulties. If on the contrary of this, it believes in the performance of the classroom, it will obtain a change, because human brain is very sensible to this expectation on the performance. As if it can see the school, as integrant and basic part in a society, it cannot be other people’s to this search.
However, it is assumen of thoughts of theoreticians as WALLON, PIAGET and VYGOTSKY, to base its pedagogical action and to transform the relation professor and pupil into a richer moment in the process teach-learning. Such knowledge lose its validity when professors and technician are not compromised to changes in its traditional ideas or positions, that bring ranos of practical pertaining to school that only deposit information in the pupils, having thus disrespected the affectivity in the process teach-learning. Ahead of this, the number of cases is preoccupying that show to involved pupils in aggressions between colleagues or quarrels with professors, cases these, that observed in its essence, demonstrate affective lack, demonstrating that the concept that the pupil has of itself he is negative.