It facilitation of the significant learning does not rest in certain qualities of attitudes that exist in the personal relationship between facilitador and estudante.' ' For in such a way, the relation professor and pupil, according to Rogers, is most basic of these attitudes where it comes to favor the learning. Still on this question (ROGERS, 1986, p.130) it admits that: ' ' The professor who if worries about the student, appreciates who it, that she trusts it, creates a much more favorable climate for the learning. He is that ' ' I appraise it for the student or its acceptance (…) constitutes an operational expression of its faith and essential confidence in the capacity of the organism humano' '. Another important factor that it must be part of the teaching action is the concern of the professor in reaching the considered objectives, taking it a healthful and constructive collection of favorable results for the growth of the pupils, always standing out the importance of the learning as better form of if getting knowledge. Freire (2006) fortifies this thought when it clarifies in them that we live in the authenticity demanded for the practical one to teach and to learn, in this movement dialgico, can perceive that all participate of a total, directive experience, politics and, searching always new knowledge and sources one better knowledge to be learned of clear and beneficial form for both the parts where it involves the education.

In this perspective, learning if becomes attractive when the pupil feels its ability reflected for the attitudes and inserted methods, in the motivation in classroom, leading in account the pleasure for learning and not being faced as didactic obligation. So that this is favorable, the professor will have to awake in its pupils the curiosity of its action in the development of the activities. The educator must be worried, beyond the scientific knowledge and information absorbed for the pupil, the construction of its citizenship.