Abstract
The educator contributes to form the student's moral sense, not only for what he/she transmits orally, but mainly through his/her daily practice and his/her behaviour. In this research, we analyze the effects that some school practices have on the moral development, focusing on a specific modality of indiscipline: thefts. Then, we present a case of understanding and dealing with thefts that helps the moral development and school inclusion of the students involved, as well as maturing the rest of the group. We start from the psychoanalysis of Winnicott, which studies the man inserted in the culture and proposes the potential space, between the external and the internal world, as research field and intervention.
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