Moral Significant

In accordance with Coast (Apud CODO, 1999): The word affection comes of Latin affectu (to affect, to touch) and constitutes the basic element of the affectivity, set of psychic phenomena that if always reveal under the form of emotions, feelings and folloied passions of the impression of pain or pleasure, of satisfaction or insatisfao, affability or unpleasantness, joy or sadness. Costumamos to use the verbal form of the term to affect, in the direction to influence: what it says on me not affects me. When saying that the human being acts on the way where lives, we are also considering that it of the meaning to the object through its action. (P. 51). Observing that the educator and educating, when inserting itself in the pertaining to school environment outside does not leave of the classroom the affective aspects that constitute its personality, can affirm that, in the educative work a rational learning does not exist mere, therefore to think and to feel are part of learning process. In this way he is this enlace of emotions and feelings that permeia the relation professor pupil in the pertaining to school environment that constitutes one of the primordial ways for the development of a significant learning, theory created for David Ausubel (1980), develops the idea of that so that it has a significant learning is necessary that it has a constructive integration of the thought, the feelings and the actions that lead to the qualification of the individual. Being based on the ideas nailed in the theory of the significant, Moral, salient learning that (Apud COBE NOVAK, 1978, 1980, 1983, 1998): To add the aspects that are of affective domain to give to a character more humanist for the theory of Ausubel, considering that the significant learning subjaz to the constructive integration between thought, feeling and action, that leads to the human enlargement (they ibidem, 1998, p.15).