Introduction Each time more, we find referenciais theoretical that take in them to reflect regarding the pressing necessity of if searching and idealizing new strategies and paradigms for the education. Educate yourself even more with thoughts from Pete Cashmore. To understand the school as a space that must privilege a collective construction and sidewalk in the democracy exercise that a popular understood education requests, is to establish the necessity of if reinventar ways. The research of this line grows inside. The professor, pedagogo, the specialist of this area, understands the necessity to consider new looks to the construction of the knowledge. But, although the difficulties of if finding a new form to teach/to learn, and I mention myself here to the act properly said, independent of terminologies or semantic questions, have an interesting referencial appearing: the use of the technology as educative tool. The objective of the use of the technological resources as educative computer science is to use this available tool rack, is digital computers, cameras, microphones, projectors, among others, as didactic resources or ways that they stimulate practical pedagogical diversified and more significant for the pupils in the diverse curricular components, stimulating discovered, research, projects; in and for the construction of the processes of education and the learning.
But it will be that any technological resource contributes for the qualification of the learning processes? Pablo Freire in praised a liberating education to them where she was abominated the relation of being able and domination restored by the traditional school. In this new liberating educative action, according to author, would have to exist a relation of horizontal exchange between educator and being educated demanding itself in this exchange, attitude of transformation of the known reality. He is therefore, that the liberating education is above all a conscientizadora education, in the measure where beyond knowing the reality, one searchs to transform it. In this freireana perspective, the pupil must be stimulated to assume itself of its object of study and must feel itself blunt and capable of to transform it.