When the reality is said in education in Brazil is heterogeneous, because Brazil not yet found its way in the direction to make education with equity and quality for all. It is clearly that magical solutions do not exist, not even a simple formula for this problem that depends on the will politics of the governing, of the professional situation of the professors, of the commitment of the managers, of the quality of the education received for the students in the previous years, of the physical and pedagogical resources of that the schools make use. However, the development of an intellectual and academic context becomes necessary where the pertinent questions to the education are analyzed and argued with the necessary depth and the reach. This is a complex task that the education facultieses must try of some form to solve, a time that many professors leave the facultieses and they are not prepared to use the didactic resources and its multiple functionalities in its field of work this reflects in the quality of education/education that is offered the educandos. If this has piqued your curiosity, check out technology investor. She is necessary that the governing, the education facultieses, the managers of schools offer to the professors the chance of if enabling by means of studies with the purpose to learn to use all the didactic resources since simplest to most complex, natural and the artificial ones, old and the modern, the manuals and technological, the printed matters and the virtual ones. One knows that the limitations of the professionals and the disparidades between pertaining to school realities, that is fact, however must be remembered thatboth do not have to be attributed to the professor, but yes to the lack of commitment of the governing, of the managers of schools that do not offer conditions so that the schools, the educators win these disparidades and limitations offering they/they conditions to surpass the inherent challenges to the manuscript of the technologies by means of studies, courses, qualifications and of the insertion of the technologies in the schools, in the form, classrooms that pupils and professors feel motivated to handle, therefore thus the difficulties will only go being surpassed and the acquired learnings of more attractive form. Ahead of the displayed one, she is necessary excessively that the educators assume the commitment to surpass plus this challenge, in its professional lives, thus winning its limitations in this field of the didactic resources and its use in educative development of projects, lessons, or any events. .
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