According to Bossa (2000, P. 21), ' ' the psicopedagogia studies the characteristics of the learning human being: as it is learned, as if this learning varies evolutivamente and is conditional for some factors, as the alterations in the learning are produced, as to recognize them, to treat them and prevented-las.' ' In this way, if it cannot analyze the process of learning of isolated form. Therefore the learning difficulties can be of emotional, physical, social, cognitiva order and etc. Methodology This work developed with study of bibliographical character, based on the theories of diverse authors had as purpose to provide elements that can contribute for quarrels/related reflections absence of affectivity and limits, a reality faces for many schools and families currently. A contribution of the Psicopedagogia in the process of teach-learning and the cognitivo, psychological and social development of the individual.
Consideraes final This work had as objective to verify the participation of the family in the affective and cognitivos aspects, to show the importance of the parents in the process of escolarizao of its children and as the affectivity lack and limits harm the process of learning of the individual. The family is the first space of learning for the individual, it is an port-insurance, and she must offer acolhedor, comfortable environment for its children, the family plays a role important in the educative process of the child, having to contribute positively in its development, are affective or cognitivos they, when this participation does not happen, on the part of the family, it provokes great insatisfao and unreliability in the children, being able to take it a pertaining to school income not satisfactory. The school goes beyond mere transmissora of contents, is in the pertaining to school environment that the citizen improves its knowledge and perfects its learning of living in society, providing an environment of social quarrels. The school must know a little the reality of the families, the way to act and to think, with the objective to understand the actions and behaviors of the pupils. Psicopedagogo must prioritize ' ' conhecimento' ' of the citizen, focusing problematic inside of the context the cause/symptom and to act on them.
Many times, the individual does not obtain to learn to read, to write or to decide mathematical problems not due to intellectual requirements, but for blockades and inhibitions of thinking, generated for problematic affective or emotional. Family, School and Psicopedagogo have its importance in the learning process, therefore the partnership is basic, to know the description of life of the patient; to detect the main points of difficulties and necessities, with this to minimize the problems related to the riot of learning. Bibliographical references BOSSA, Ndia. the psicopedagogia in Brazil: contributions from the practical one. 2 ed. Porto Alegre: Artimed, 2000. OAK, E. and CUZIN, M. the institucional psicopedagogia and its performance in the work market. Campinas: UNICAMP, 2008. CURY, Augustus. Shining parents fascinating Professors. Rio De Janeiro: Sextant, 2003. The PRADO, Danda. What she is family. So Paulo: Brasiliense, 1981. First collection Steps. Magazine Sees. Edio1841, 2004. Publishing company April. RODRIGUES, Berenice. The paper of the family in the education of the child: the necessity of the affective component. So Paulo, 2008 43p. Monograph (Licenciatura in Pedagogia) Magister College. TIBA, Iami. Who loves educates. So Paulo: People, 2002. WALLON, Henri. Psychology and education of the child. So Paulo: It stokes, 1982