Professors who had had its academic formation or concluded technique and that after they had kept its prxis pedagogical based in it had been surprised at the new panorama in the schools where the pupils had access to the first information, and interests come back toward a world who allowed liberty of speech them, exchange of information, leisure etc. it Was installed provocation: what to make with the cellular devices of the pupils? the technological resources of the school? The DVD of the school is not only enough? How to use the computer science laboratory that the government ordered to install? As to place as much technology information in my planning? This it goes to give certain? A gap was established enters professor pupil technologies contemporaries. Professionals of vanguard, media specialized in education try to fill this vacuum acess environment, being the Internet a great one to these information, so that the public education obtained to modernize itself, qualifications had been also made, however the resistncias to the new are great, have professors who they question these equipment and its effectiveness, he has others adopt that them to fill gaps in the planning, and has the ones that believe that technologies contemporaries are entertainment source, desvirtuando inestimable objectives that if could reach with a coherent and rational use as Almeida (2011) in its article standes out on the proficiency in the Internet use in the art; ' ' Not to explore virtual quantities, the available navigation and tools before presenting them it the pupils. Beyond delaying the lesson the children are lost, without one model to be based. When planning a work reserves a time to know sites' well; '. As in any practical pedagogical a multicriteria planning condizente with the objectives is basic to get a result, the technologies will not go even so because the professor desires only to the picture and chalk the mimegrafo and in the maximum the DVD use, resources where if it feels comfortable.
Eliane Brito de Lima FURNE-UNIP/PMCG SUMMARY the related work presents a bibliographical study carried through in Disciplina ‘ ‘ Educational orientation in the Bsica’ Education; ‘ , integrant of the Course of Specialization in Orientation and Pertaining to school Supervision, of the University Foundation of Support to Ensino, Research and Extension FURNE, when we search to investigate the paper of the Educational Orientation in the Basic Education. We define as objective of our study: To reflect on the paper of the Educational Orientation in the Basic Education, evidencing its contributions to the process teach-learning. Our theoretical referencial is based on Schmidt Pear tree (1975), Nrici (1976), Ferretti (1988), Lck (1986, 1994), Grinspun (2003) and Libneo; Oliveira and Toshi (2007) that in them they had better presented theoretical subsidies for one and ampler understanding of the subject. We focus in this work referring aspects to the origin of the Educational Orientation, its concepts, principles, objectives and functions, beyond the relationship of the OE with the different segments of the school. We detach the importance of the Educational Orientation in the mediation of the process teach-learning, evidencing the necessity of action integrated of the OE, adopting a dialgica relation with all the pertaining to school team, in favor of one better performance of the educandos. In this direction, we recognize the importance of the planning for Educational Orientation, aiming at to the elaboration of performance projects that take care of to the necessities appeared in each reality. Finally, we emphasize the main challenges and possibilities of the Educational Orientation in the present time, presenting itself as work field each more complex time in our society.