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This work arose from the need to research learning and its interaction with others and focuses on the importance of affectivity in the teaching-learning process. As such, it reflects on the importance of more interesting and meaningful learning together with the real role of the school in the educational process, relating cognitive and affective development. It highlights the responsibility of education professionals for the cognition of the student, permeated by affectivity, since the relationship between cognitive and affective processes in human psychic functioning is seen as intrinsic. Its central axis is the dialog between the learning theories of Piaget, Vygotsky and Wallon, underpinning the theoretical conceptions. Finally, she believes that properly organized learning results in mental development and sets in motion various developmental processes that would otherwise be impossible.