What it goes to indicate if a software this or not apt so that it can assist in the application of definitive concept is in analyzing it technical. In which, this analysis guides of adequate form to the use of the tool as educational software, through them is possible to explicitar until point such tool can be used in the aid to the learning of the concept waited for the user. In presence of some educative models of softwares already developed, this inquiry the efetivao of the analysis of quality of Gcompris Software will be restricted, in order to display its resources and limitation while tool of educational software, in promoting the multiplicity of intelligences, the diversity of talentos and cognitivos styles of the individual, as well as developing a position that it aims at to the biggest quality of life of the dislxico, for in such a way, we will follow the norms of the International Organization will be Standardization (ISO) and International Electrotechnical Comission (IEC) that they had been materialize in ISO/IEC 9126, published in the year of 1991 and that in the Brazilian version of August of 1996 received for denomination NBR 13596. 1. Theoretical Referencial 1.1 Softwares in the inclusive education For Axe (2007), the computer started to be a new perspective that innovates the teach-learning process, making possible pupils and professors in a dynamic relation process of the knowledge. But, however, this relation generates critical and questions on its application. After all softwares is paradigms or perspective sources in the education? 1.1.1 Educational paradigms or Perspectives To learn through sounds, images and much interatividade became crucial for the alunado one. Everything through softwares capable to assist the process of good teach-learning for the practical one of the professor and to the incentive of the pupil in acquiring the information of accessible and still attractive form.