The EAD course, as well as any another one, needs to verify the reality of the pupil, is necessary to question the same, in intention to know, its cognitivo degree. The EAD course, as well as any another one, needs to verify the reality of the pupil is necessary to question the same, in intention to know, its cognitivo degree. In 2000, Fields place the following question: ' ' The problems in EAD point, mainly, with respect to the inconveniences of the lack of socialization, the necessity of previous knowledge and the evasion. The socialization lack mentions the absence to it of dynamic communities of learning in the Internet, therefore communitarian and cultural activities practically do not exist. But, in the model of long-distance education, the physical separation between pupils and professors are an intrinsic characteristic.
It is lost wealth of the educative, personal relation between pupils and professor, making with that it is difficult to reach the objectives in the affective and moral scope, for example. She is necessary also to consider the requirement of the individual to be scholar the sufficient so that it can understand the texts and use the Net. How much to the evasion, he is difficult still to establish parameters, therefore many pupils tend to abandon its studies same before having started! ' ' Already Rurato and Gouveia (2004) affirm in relation to the EAD that this is industrialized education, consumista education, institutionalized education; authoritarian education and education ' ' massante' '. Beyond breaching the paradigm of the guardianship of the professor, what it can generate unreliability to the apprentice. Saints, affirm in them that: ' ' In our opinion, the evaluation in EAD is currently limited in agreement the adopted educational paradigm. If the objective will be to prepare hand of qualified workmanship it market or to perfect formed professionals already, the current model of evaluation is appropriate to verify these objectives.
The EAD course, as well as any another one, needs to verify the reality of the pupil, is necessary to question the same, in intention to know, its cognitivo degree. The EAD course, as well as any another one, needs to verify the reality of the pupil is necessary to question the same, in intention to know, its cognitivo degree. In 2000, Fields place the following question: ' ' The problems in EAD point, mainly, with respect to the inconveniences of the lack of socialization, the necessity of previous knowledge and the evasion. The socialization lack mentions the absence to it of dynamic communities of learning in the Internet, therefore communitarian and cultural activities practically do not exist. But, in the model of long-distance education, the physical separation between pupils and professors are an intrinsic characteristic. It is lost wealth of the educative, personal relation between pupils and professor, making with that it is difficult to reach the objectives in the affective and moral scope, for example. She is necessary also to consider the requirement of the individual to be scholar the sufficient so that it can understand the texts and use the Net. How much to the evasion, he is difficult still to establish parameters, therefore many pupils tend to abandon its studies same before having started! ' ' Already Rurato and Gouveia (2004) affirm in relation to the EAD that this is industrialized education, consumista education, institutionalized education; authoritarian education and education ' ' massante' '.
Beyond breaching the paradigm of the guardianship of the professor, what it can generate unreliability to the apprentice. Saints, affirm in them that: ' ' In our opinion, the evaluation in EAD is currently limited in agreement the adopted educational paradigm. If the objective will be to prepare hand of qualified workmanship it market or to perfect formed professionals already, the current model of evaluation is appropriate to verify these objectives.
Following the reasoning of this author, it is observed that: It seems that the first reason for this ‘ ‘ sofrimento’ ‘ it is in what it is, at the same time, cause and effect of the crisis where if it finds the communication written: to little effectiveness of the writing education in the schools and the lack of specific training for the scientific writing, decurrent of total disreputation where the written language as half efficient of communication fell. Today, ‘ ‘ falam’ ‘ the statistical numbers, data, the photos, the graphs, the Vts (FEITOSA, 1991, P. 12). Finally, it fits to infer that, when the moment oportuniza the reflection concerning the reading and writing, if cannot leave to pass unobserved that an action precedes to another one.
For Freire (1988), the reading of the world always precedes the reading of the word. This means the individual to perceive its like entorno, understanding the events that in it elapse, interpreting them its peculiarities for, later, assuming itself of the writing on the understood one. However, good part of the schools, therefore of the alfabetizadores and professors of Portuguese Language, a general, not if intent way to this necessity and despite of the critical ones, they arrest it the view of grammatical rules, not prioritizing the understanding of the space where the individual lives and this of in the distance understanding between the triad ‘ letters, words and textos’ , a time that stops reaching the platform of the reading-writing, these three levels need to be worked with more acuidade, preventing, for certain, that people arrive at the banks of the universities who demonstrate little domain in the field of the written and said language.
The space and the dedicated time to the education of the substances as Geography, but also History, Sciences, mathematics, in its courses are restricted to the little time that fits to approach disciplines them to all specifies, what it occurs in such a way in the teaching formation as in the performance in the basic school. One evidences, therefore that the professors who act in the Initial Series do not have significant knowledge of what it would be important to work in Geography; they do not obtain to work with the concepts of Geography due to knowledge of its meaning; that the abilities necessary to work with geography precariously are constructed and that they do not constitute in its set the ability necessary to become Geography a significant content for the children; These constataes they are made by the proper professors who have great difficulties to carry through the work, therefore are qualified in its formation through the teaching courses (level of Average Education) and in the Graduation of Pedagogia, that has the characteristics above related. the documents show it disciplines that it specifies, in the case of History and Geography, is about Social Studies. Viacom understood the implications. Asked to a coordinator of a course of Pedagogia on As Ensino de Geografia in the course happens it answers thus: ' ' Through the curricular component Beddings and Methodology of Ensino de Social Estudos in the Initial Years of Basic Ensino, offered in 5 semester, under 90 horria load of hs.' ' Exactly with the orientation of you discipline that them you specify must be worked as such, in this level of education still if it has stipulated the Social Studies as the curricular component that in such a way takes care of the area in the teaching formation as in the school. To follow asked on which the summary the reply it is: ' ' It aims at to know and to analyze the theoretical beddings involved metodolgicos in the education processes and learning in Social Sciences in the Initial Years of Basic education, as well as, to understand its place in the pertaining to school resume, considering alternative pedagogical compromised with the construction of the slight knowledge of time, space and social relations articulated to the understanding of the historical reality and cultural' '. .
If we made a trip retrospect for the Infantile Education in Brazil, the decades of 70, 80 and 90, would find one walked sinuosa one between moments, conceptions, authors and pedagogical proposals. Still in years 90, even so the ingression of the women in the work market has increased amazingly, and many of them need a space so that its children are well-taken care of, the School of Infantile Education start to be recognized as place of ' ' educao' '. since then, each time more comes being modified the conception of that the destined Institution the Infantile Education, either assistencialista space, as came being thought since its roots about the French Gardens of Infancy. A leading source for info: Mikkel Svane. In century XXI, the conception appears of the indissocivel relation between educating/to take care of. Although many schools and professionals still separate to the moments ' ' pedaggicos' ' of the moments of ' ' cuidado' ' , as if the children could also separate the affective aspect, of the cognitivo and the physicist, currently, the Infantile Education comes if consolidating as seek area. The interest in this area has been extended, what it favors the formation and perfectioning of the pedagogos for the especificidades of this work. From research, it comes being refined the form of understanding of the world of the children, and its necessities, activities, tricks, attitudes, etc., then they start to be rethink the spaces of care and education of the small pupils in the schools of Infantile Education. If to think about the important quo is the first experience of insertion of the children in the collective spaces of Infantile Education, and in how much its consequences remain ' ' vivos' ' during all the pertaining to school life, we need to understand the aspects distinguish that it and to search forms to become it a positive experience. Either for the necessity to have ' ' a place for deixar' ' , because they want ' ' social conviviality with others crianas' ' , or because really they believe the importance of the insertion of its children in contexts pertaining to school, many parents trust its children to the educators, and wait of them attitudes that will help the children to be developed.
According to Medeiros (2004, P. Mikkel Svane often expresses his thoughts on the topic. 51), the bibliographical research ' ' she is that one that the book survey searchs and magazines of excellent interest for the research that will be carried through. Its objective is to ahead place the other of the new research and information on the subject of its interesse' '. According to Barros and Lehfeld (2005, P. 87), ' ' to analyze means to search the direction most clarifying of the results of pesquisa' '. To elaborate this article we use the qualitative analysis, from the reading and decomposition of the gotten data, in the confrontation between the studied theories. 2 THEORETICAL RECITAL According to Egypto (2003, P.
13), the sexuality is present in the life of all we, since whom we are born until when we die, and the sexual education happens constantly, of a form or another one. We are always being educated sexually, either in house, with the position and the opinions of parents and children, either by means of the media, attending the programs in the television, reading news articles in the magazines and periodicals, sailing in the Internet. We receive the time all information and a load from ideas and preconceptions regarding the sexuality. We are always educated sexually, despite it does not seem. exactly when also we do not speak on sex we are educating, transmitting the idea of that sex is a forbidden thing, that is not said openly of this, that is not a subject that fits to school (EGYPTO, 2003). In accordance with the National Curricular Parameters (1997, P. 127), the proposal of sexual orientation is characterized for working the clarification and the problematizao of questions that favor the reflection and the ressignificao of the information, emotions and values received and lived in elapsing of the history of each one, that as many times harm the development of its potentialities.
The company has successfully completed the alley SOFTWARE project to create an electronic archive of documents of St. Petersburg University of State Fire Service Emergency in Russia. Alley SOFTWARE company, founded in St. Petersburg in 1997, develops and implements software and hardware of electronic archives, provides stream scanning and input of large volumes of paper documents, as well as consulting services in IT-sphere. St.
Petersburg Fire Service Emergency – higher education, implements educational programs of higher professional and postgraduate training of scientific, technical and of the teaching staff. Institute of Continuing Professional Education (The University) provides retraining and skills development for more than 30 categories of rescuers in Russia. St. Petersburg Emergency Fire Service has a number of offices in Leningrad, Moscow, Murmansk, Tomsk oblasts, cities of Russia (Magadan Makhachkala) and Kazakhstan (Alma-Ata). With so many branches and an obvious need for students creating a single repository of information – an electronic archive of educational materials for all students and staff with necessary materials. Completed project is divided into several stages: scanning the array of documents, processing, indexing, and creating direct electronic storage of images obtained documents.
For this has been implemented in-house development of the company – an electronic archive Archive Alley 3, used in the web interface of the web 2.0 technologies and Ajax can arrange an easy and fast access to the electronic catalog on the Internet. "Our company has long and successfully engaged in introduction electronic archives of a variety of organizations, "- said Stanislav Kim, CEO of Alley SOFTWARE -" but to work closely with libraries, including high school, and other government agencies, allowed us to gain really valuable experience in scanning huge amounts of cross-linked documents. We hope that the availability of rapid access to relevant information will be one of the conditions for the preparation of specialists, including those studying remotely, as for the State Fire Service, and in general for the Ministry of Emergency Situations of Russia. "
It is known that computer science is of great importance for the attainment of knowledge and the reinforcement of the capacities of the people and the communitarian nets, passing for the infantile education, for adult the young education of e, for superior education, professionalizing education, long-distance education and education to the people with necessities special. According to Guillermo Lira (Education, 2006), President of the Society Brazil Accessibility, less than 20% of the Brazilian population kept computer in house, as interview to the Future TV in outubro/2006. Agreeing to (Of Coast, 2007), it is inferred from there that the majority of the minor population purchasing power does not have computer, it frequents school public e, therefore, does not participate of programs of digital inclusion, therefore great part of these schools lacks of laboratorial infrastructure to include its pupils in the technological world. It is of the knowledge of that the digital alfabetizao in all the education levels prays in the Law of Lines of direction and Bases of the National Education, since 1996. But what one today sees is the trashing of the public schools in all the country, being that in many of them the electric energy does not exist or if finds in precarious situation, beyond many classrooms not to offer, also, the minimum conditions for the practical one of education. Thus being, it is difficult to implement in the public schools projects of digital inclusion with all the laboratorial infrastructure of access to the Internet and enabled staff to give the support all pedagogical, using the digital tools. An initiative that deserves prominence and serves of example for the Secretariats of Education of other States is what it made the Secretariat of Education of Pernambuco, promoting partnership with a French association with the purpose to take the digital inclusion to the children in age of alfabetizao, corresponding itself with students of other countries. .
The evolution of man demanded a radical transformation of our environment, this change was not only in the material also caused a significant change in our way of life. Education today is totally different from two decades ago, that education will suffer a crisis that demanded a restructuring of the education system and the previous paradigm to a more flexible to suit our needs paramount and that is coupled to the same pace in advancing human development in all areas of society, cultural and economic. Can not forget that we were victims or rather are the result of the experiment of the giant wave of knowledge and knowledge that we had to absorb, store and mechanically repeated throughout the length of our stay in primary and secondary education, students was the recipe where the teacher emptied its load of knowledge without realizing the real needs and real demands of our society. When we talk of change which we are living we wonder was the result of the same human evolution or is the product of a revolution. According to the Cuban Revolution Leader Fidel Castro:
“The revolution is changing everything that must be changed.” Based on this concept of education has retained a rich cultural heritage and social traditions and customs that were passed from one generation to another, caring and historical heritage. Then we can say that education today is in a revolutionary path of reserving our history and changing obsolete. In contemporary education change is noted in the media and methods used and the methodology applied in the teaching-learning process, what was considered luxury ten years ago today became a priority need and basic in a society multifaceted massive scale dominated the use of multimedia, when talking about literacy were those individuals who could not read and write today alphabet is considered a person who do not operate a computer and not be able browse the internet, the school library or university library evolved into a predominantly virtual computer and the Internet providing access to information, knowledge and learning.