The article presents a reflection about the concept of the academic self-concept as a logic to understand school, pe- dagogical and social actions in relationships with personal cognitive functions and strategies. Also, a practice on the academic, self-concept arise so that each exposed lines can be useful to people who are close to this article based on an instructional practice in the classroom. Both the general self-concept, academic self-concept and recommendations on the second consolidates a path for process learning, to the extent that help the recognition of what we think, feel, and how we can more adequately accessing what we want to belong to our logic to conceive the world and life itself.