The introduction of computer science in the education, according to proposal of pedagogical change, as it consists in the Brazilian program, demands a sufficiently ample and deep formation of the educators. If professor does not treat to create conditions it simply to dominate the computer or software, but yes to assist it to develop it knowledge on the proper content and on as the computer can be integrated in the development of this content. One more time, the question of the formation of the professor reveals of basic importance in the process of introduction of computer science in the education, demanding innovative solutions and new boardings that base the formation courses. However, what note, mainly at this moment, is that this formation of professors has not folloied in such a way technological advance how much of the understanding level on the questions of computer science in the education that we make use today. This has happened, in part, because the pedagogical changes are sufficiently difficult to be assimilated and implanted in the schools. To another difficulty an ample gamma of possibilities of uses of the computer, demanding much more of this formation of the professor is presented by the speed of the changes of computer science, creating, what it finishes paralyzing it. ' ' To know they are them of the lived one that brought by both.
pupils and professors. if they collate with others to know, historically systemize and called ' ' conhecimentos' ' that they dialogue in room of aula' ' (Geraldi, 1997, P. 21). The use of technological resources in the pertaining to school environment must occur of form contextualizada through the development of projects. With the use of the TICs it is possible to breach with the walls of the school and to interact with other producing spaces of knowledge, transforming to all into a society of learnings.