The construction of I and the other, always are interlaced the construction of the knowledge, the inserted child in a group, constitute its knowledge with the aid of the adult, in such a way the experiences lived deeply with other people are that he goes to determine the quality of the object. (WALLON, 1982) the affectivity is a present dimension in all the interactive processes, in the classrooms where the social interaction is indispensable for the appropriation of new knowledge, in the development of the child, the motricidade, affectivity, cognitivo and the social one play roles of extreme importance. The teach-learning relation suffers to interference from some economic, social factors and politicians who harm the dynamic of the classroom, therefore the school is not an independent institution, therefore one education directed toward the reality of the pupil will have greater meant. Today, we are living afrouxamento in the affective field, therefore many children do not know what it is affection and, finish searching in the school, with the professors what they lack to it in house, then the school must be a dynamic space, in which the children reach the corporal development of its capacities and potentialities, emotional, cognitivas, affective, interpersonal relations and social insertion, these affective social interactions, contribute for formation of healthful, intelligent and very happy children. To say of affectivity in the relation professor-pupil in the Walloniana perspective is to speak of emotion, disciplines, conflict I-other, in all the way where it is part, either in the family, school or in the environment that it frequents the necessity of love and express participation the desire of the people of if relating affectively with the others, to belong to a group, this is frequent in the life of the child.