Psychodactic is a result of the interdisciplinary relationships of psychology with Didactics, sees the teaching and learning process as a global phenomenon, as a counterpart to the dicotonic conceptions that highlight the teaching process and the learning process as being parallel, as well as teaching and education separately. Its general theoretical foundations are based on the Concepción Histórico Cultural, which focuses its interest on the integrated development of individuals, essentially determined by historical experience, on the basis of a dialectic conception of that development driven by internal contradictions in relation to the surrounding environment. The dialectic conception of the teaching/learning process states that it is a complex phenomenon consisting of contradictory pairs, one being the opposite of the other, but at the same time assuming: teaching is the opposite of learning and vice versa, since an exterioration process is taking place when teaching is taking place and when a process of internalisation is learned, but in a conditional unit: it is exteriorised (taught) for internalisation (learning) and this happens when there is a prior exterioration. Exacerbating the contradictions between them promotes the qualitative development of this process. The purpose of this article is to argue, from a theoretical point of view, that the process of teaching and learning is dialectic in order to identify various contradictions of an internal nature and of great educational value.