Rogers criticizes the directivity of traditional pedagogy fosters dependency and insecurity both in the student who is under the authority of the teacher, defended the non-directivity of education believes that while potential student has the necessary competence to achieve its development and therefore, the essential function of the teacher has to be to encourage the development path of the student to create the conditions for the expression of their potential. Among the contributions of non-directive pedagogy to the search for scientific explanations about the education and development of the student's personality can be noted: Consider the student as a subject, as someone who is integrally involved in the process of learning and takes therefore an active and responsible position in it. Recognize the necessary unity of the cognitive and affective learning process. Emphasize the role of self-awareness and self-assessment of student and personnel resources necessary for self-direction in learning. Recognize the determination of the student in the learning process as an expression of a higher level of development of his personality. Emphasize the importance of communication in the process of teaching and learning. II. The semi-face and distance education for the development of this aspect we considered the criteria for Mujals Rosa (2000) 2 as a learning process and distance semi-cut, given that his work takes place in a Polytechnic University and in our case we will work to train professionals of Engineering These teachings blended, ie some kind face, and therefore are halfway between the traditional teachings and the most innovative distance, combine the advantages and disadvantages of both methods, following both the implementation, including organization, development and production of material, patterns substantially different from traditional methods. .