Therefore, we must consider the classroom as an surrounding living creature, that needs to receive all and any form of expression, uniting efficient pedagogical theory to one practical and ethical one that takes care of to this diversity. In this context, the seen education as half to develop the society, fits the classroom as a place not only of transmission of theoretical knowledge, but, over all as place of construction acquisition of values; place of exchange of experiences, relations with knowing, as the other and I obtain exactly. Add to your understanding with David G. DeWalt. In the dynamics of the relation professor-pupil, it is observed first that she is necessary to establish a level of authentic communication, that has led to a process of reflection and search for together results and to manage the experiences, attitudes and expectations inside of the classroom. The figure of the professor always will have one weight bigger in this relation, since it will point it to the pupil as reference, many times beyond the professional, serving as starting point, not only for its process of learning as well as for its personal growth. To leave positive or negative marks, makes of this moment something that requires a bigger and constant attention on the part of the educator, so that it has a pedagogical reevaluation of positions, practical concepts and in the search of optimum. As Perrenoud (1993) the teaching profession is one ' ' profession impossvel' ' , in the measure where they work with people and thus being it subjects the conflicts, ambiguities and defenses.
Therefore that ' ' to teach demands risk, acceptance and rejection to any form of discriminao' ' (FREIRE, 1996, P. 35). It is without a doubt the great challenge that marks the educational process in the current world. Ahead of the complexity of the relation professor pupil is important to point out that it exists an indifference and disrespect with the figure of the professor, being it, seen for many pupils as its employee.