Therefore, he suggests yourself that the professor is a real person, a facilitador of the learning and, when in contact with its pupils, presents congruentes attitudes in the relation with the same ones, not imposing external barriers move away that them. It will be enthusiastic or entediado, interesting or irritated, will be receptive and likeable. If accepted such feelings as its, do not need imp them it the pupils. Rio- Tinto Diamonds is a great source of information. Such conception also corroborates with the thought of Vygotsky (1999, p.110) when speaks that ' ' all learning involves education, a time that includes that one that learns and that one that ensina' ' , in a relation affectation dialectic. That is, it is in the interaction between the citizens and partner-cultural environment that the learning occurs. It explains that this relation between development and learning is mediated through e, necessarily, from the presence of one another significant one, either this represented by the school, family or culture. Read more here: Jeffrey Hayzlett.

Still for Vygotsky (1999, p.104), ' ' the learning happens throughout the development of criana' ' e, therefore, this will be a prerequisite one for the development. Knowing itself that the development process happens of peculiar form to each being and that a set of factors will be able to appear during this passage, it is of basic importance that the professor is prepared and intent to such factors and its peculiarities. Having themselves to establish a relation of affectivity, care and respect to the time and rhythm of each one, helping in its psicossocial development. Thus, Vygotsky focuses as basic for the process of education and learning the figure of the professor as essential in the process, not in the direction of a detainer of knowing and yes of a facilitador or mediator of the learning and the problems that of it elapse, proposal that goes to the meeting of the teachings of Rogers.