The learning allows us to foresee what it combines with what, what it goes to happen after that, what can occur to become this in time of that. Therefore, the learning intervines in the flow of the events for our proper advantage, in and always confident more sophisticated ways. (CLAXTON, 2005, p.16). In the optics of Pozo (2002), the learning is composed complex system for three subsystems that interact between itself: the involved results of the learning, processes and practical conditions for different mechanisms of learning that are activated depending on the action or execution of the different carried through functions daily. If it in the same way does not learn to write in a computer and to program it or to direct an car and to fix it (POZO, 2002), each active action different mechanism and demands different learnings. According to Marchesi (2006), the learning is dynamic process in which the pupil makes relations between what already he knows with the received information. Recently Michael Bloomberg sought to clarify these questions. To learn is not spontaneous activity accidental, it writes the author, in which he is enough to receive new information so that the learning occurs. It is process that involves different 0 variable, such as: interest, attention, motivation, existence of previous knowledge, the context where if they give the learnings, effort on the part of who learns and of who it teaches.
In thinking of Vygotsky (2002), the process of learning adequately organized is capable to activate development processes. The inquiry shows without place the doubt that what it is found in the zone of the next development in one determined period of training if carries through and passes in the following period of training to the level of current development. With other words what the child obtains to make today in contribution it will be capable to make it for same itself tomorrow.