The intervention of the professor is necessary and convenient in the teach-learning process, beyond the social interaction, to be indispensable for the development of the knowledge. In accordance with the National Curricular Referencial of the Infantile Education (BRAZIL, 1998, P. 23): To educate mean, therefore, to propitiate situations of care, guided tricks and learning of integrated form and that they can contribute for the development of the infantile capacities of interpersonal relation of being and being with the others in a basic attitude of acceptance, respect and confidence, and the access, for the children to the knowledge amplest of the social and cultural reality. Therefore the educator is the basic part in this process, having to be an essential element. To educate is not limited in repassing information or showing only one way, but to help the child to take conscience of itself exactly, and of the society.

It is to offer some tools so that the person can choose ways, that one that will be compatible with its values, its vision of world and with the adverse circumstances that each one will go to find. In this perspective, according to National Curricular Referencial of the Infantile Education (BRAZIL, 1998, P. 30): The professor is mediating between the children and objects of knowledge, organizing and propitiating spaces and situations of learnings that articulate the resources and affective capacities, emotional, social and cognitivas of each child to its previous knowledge and the referring contents to the different fields of human knowledge. To educate is above all the interrelation between the feelings, the affection and the construction of the knowledge. According to this educative process, the affectivity gains prominence, therefore we believe that the affective interaction aid more to understand and to modify the reasoning of the pupil. many educators have the conception that learn themselves through the repetition, not having creativity and nor will to become the interesting lesson gladdest and, making with that the pupils keep distant, losing with this the affectivity and the affection that are necessary for the education.

The long-distance education (EAD) did not get success in some cases. From the use of the new technologies of information and communication (NTCIs) it was possible to approach pupils and professors and to get success in this modality of education. The globalization is one of the elements that alavancaram the necessity of permanent education of the adults. The current courses of EAD have obtained success because they had obtained to correct committed errors previously. Through this correction it was possible to conquer the credibility of the society. The EAD is a ensinoaprendizagem process where professors and pupils are moved away physically and if they approach through texts printed matters, electronic, mechanical ways and for others techniques. The term ' ' long-distance education ' ' it makes possible some forms of study. Six elements are essential to define long-distance education.

They are: separation between student and professor; influence of an educational organization, especially in planning and preparation of the learning materials; use of half technician media; steps for communication in two ways; possibility of seminaries (actual) 0ccasional; participation in the form more industrial of Education. Long-distance education is an education form that makes possible the autoaprendizagem, that is, the pupil studies alone, when to want, when it will be able, creates its proper schedule and place of study, receiving orientation and aid from professors through some ways, for intermediary of an education institution. &#039 has some definitions for the term; ' long-distance education ' '. All the definitions, however, are similar. It also has some institutions of education that offer courses in this modality.

Each institution defines the courses, the activities, the horria load and the form as the courses will be developed. Valley to remember that EAD does not mean the purchase of a diploma or easiness if to obtain one. Quite to the contrary. The pupil of a necessary course EAD to be disciplined, to reserve a time of the day or the week to make readings, to study and to carry through the activities demanded for the course. Contrary case will not obtain to fulfill in skillful time all the tasks. The pupil of an actual course can support itself in a colleague, what he does not occur with the pupil of a course EAD. In these courses, the pupil if sees alone, with tasks to be fulfilled in one definitive stated period. This demands a bigger degree of responsibility of the pupil. The EAD courses are respected and recognized by its pupils and the society to the measure who demonstrate a true commitment with the ensinoaprendizagem process. The Ulbra (Luterana University of Brazil) is an institution that offers EAD courses, but seems that not yet it is prepared for this. What more it makes it difficult the academic life of the pupils of this institution is the lack of administrative organization, what causes upheavals to the pupils and compromises the credibility of the Ulbra and for consequncia of the EAD in Brazil. What it does not occur with the FINOM (northwestern College of Mines). This institution if has shown compromised truily with the quality of its courses. This fact of the credibility to the FINOM and the EAD. At last, the EAD still needs to suffer some adjustments. The EAD is something new, but it will be permanent and grow, therefore the search for this modality of education grows to each year. This is excellent. All the education forms are very welcome.

OLIVEIRA, Moiss Felix of 1 SOUZA, Vinicus Joo Pear tree of 2 Person who orientates, Allene Lage SUMMARY This article intended to study the MST and to identify practical educative the existing ones in the experience. We try to understand the way as the offered education inside of the social movements of the field creates the awareness politics in the children without terrinha. Beyond searching to demonstrate the influence of the organization in the formation of the identity of its militant ones and also to know until point the present politicalization in the citizens inside of the social movements assists to them in favor of its fights. We dialogue with Boaventura de Sousa Saints, Freire, Dalmagro, etc. In the experience story was of qualitative nature.

We conclude that practical theory and is in accord inside of the Movement Without Land. 1 – Graduating Federal Pedagogia-University of Pernambuco- Academic Center of the Wasteland. 2 – Graduating Federal Pedagogia-University of Pernambuco- Academic Center of the Wasteland. 1.APRESENTAO OF the RESEARCH AND ITS OBJECTIVES This article originated by means of an exercise of research carried through in a social movement, which approaches practical educative differentiated of the used ones in the majority of the schools, from there that the investigations in regards to the way appear for which this differentiated education occurs, and then perceives the necessity to evidence of that it forms this education acts in the life of the citizens study that it. The children are considered non-political beings, without voice in the majority of the schools, where normally criticidade slight knowledge are not taught the same ones. However, the worked education inside of the social movements in this social movement is differentiated for the fact to be given lessons in intention to forge critical citizens, which, when adults become, can act inside of the society in which if they find inserted.