This work aims to investigate the Wallon conception of time and it is inserted in the line of research of the Fundaments of the Educational Process from the UFG Graduate Program in Education. This bibliographic research has as its source the work of Henri Wallon (1879-1962), whose contributions affect not only the psychology field but also the educational field. One of our objectives was to discuss how Wallon’s theory of development conceives the notion of time, since the development is a process that devolves in time and that, however, has duration. Therefore, the thesis aimed, in a specific way, to capture the conception of time in the conception of human development which expresses itself in stages of Wallon’s theory. Based on the description of Wallon about the processes of constitution of the notion of time to children we have attempted to capture the evidences on the notion of time to the author. Finally, supported on the Langevin-Wallon Plan and Wallon’s dialogue with education, we have tried to understand if the notion of time from the development theory was present in the texts of the author about education and if it would have pedagogical implications as consequence. In Wallon’s work, we have concluded that there is a conception of time that expresses the dialectical relation between the biological and the social. Time is, therefore, a category that, as a social production, is as eternal as social relations. Wallon is a critical from the existentialist point who substitutes the historical order for metaphysical postulates. In this perspective, the author conceives the time category as transitory, as an open system in which facts do not react perpetually among each other. To Wallon time is understood as a process subject to changes and to understand this process is part of the development of the child’s thought towards adult’s thought. Not only age influences on the constitution of time category, but also the domains of human activity that are expressed in the culture and also in each individual ...