The constitution of the atitude of learning to learn requires attention since it is influenced by the phase of moral development of the student. This article reviews characteristics of the process of moral maturation from the child to the adult, detailed by Habermas (1989), relating them to the formation of concepts as it was researched by Vigostki (2000). The purpose is to indicate ways for the affirmation of an adequate posture that facilitates learning in the academic ambit and stimulates the construction of an ideal relationship in the classroom, in which the roles of the teacher and of the pupil be clearly described.
Higher education; Moral development; Learning