Exactly having decisesoriundas of other areas of secondary interest, the focus daaprendizagem if concentrates only in the chosen area. Impacts in the learning Of simplified form, the theoreticians of the conditioning stimulaton-respostaconsideram that the learning is a change process nocomportamento, occurring through stimulatons and answers that serelacionam and obey the mechanist principles. For praticantesda field-gestalt theory, the learning is a process of aquisioou change of insights, that is, of perspectives or standards depensamento. The learning is a marcante change in the behavior or capacidadede if to hold in one given situation, decurrent of practical or outrasformas of experimentation. Some points or principles that are common to all the ones that if worry about the learning of pupil.

They are: 1. All learning, so that really it happens, needs sersignificativa for the apprentice, that is, needs to involve it as person, as a whole (ideas, feelings, culture, society). 2. All learning is personal. The learning involves change decomportamento or of situation of the apprentice, and this only happens in the pessoado apprentice and for the person of the apprentice. The affirmation of the obvious one is a little: ' ' nobody learns for outro' '. 3. All necessary learning to aim at realistic objectives.

That is, they quepossam in fact to be significant for those pupils and that possamconcretamente to be reached in the circumstances where the ministrado course. 4. All immediate necessary learning to be folloied of feedback. Aaprendizagem if makes in a continuous process and feedback is elementointegrante of this process, therefore it will have to supply to the pupil and the professordados ones to correct and to initiate learning 5. All necessary learning to be based in a good relacionamentointerpessoal between the elements that participate of the process, that is, pupil, professor, colleagues of group. The behavior of dialogue, contribution, participation, work in set, reliable climate, the professor are characteristic desterelacionamento not being umobstculo to the achievement of the considered objectives and not being percebidocomo such.

In the College Ruy Barbosa sousados in the experiments always male rats, for having a maisestvel behavior that the females of the same species. Derespostas to the experiments effected with these animals to make possible the attainment, is used the box to deSkinner 1. In the anlisefeita for the learning in the practical lessons, the eventosexercidos ones for the animal are necessary spoon all and to write down them in a form. During the collection dessesdados, it always exists a loss of consistency and precision of the information, therefore, in order to effect a more complete evaluation, other 0 variable need serverificadas, beyond the reply of the rat on the bar, as, for example, variation of the luminosity, change in environment, racket, addition of reinforcements, amongst others, hindering the total attention it pupil and harming the objective doexperimento.

Solutions in the market for the automation exist of experimentosdesse character, as the Skinner Box and the INSIGHT; however, essassolues possess one high cost of implantation and code proprietor. To take care of to the necessities of the laboratory of Psychology, two works of this college had considered solutions of automation of the box to deSkinner, objectifying to optimize the lessons practical and to take care of the preset algumasnecessidades: low cost of implementation, fciloperabilidade, high degree of flexibility and good precision of the supplied data..

The surprises arrive and surprise. Approved the rules for transmission of Internet through the electric net, already we can believe that in little time, millions of Brazilians will have more easiness in the access to the Internet. Mainly for inhabitants of the agricultural zone, where the connection depends of mobile communication of the existence of communications towers, It is an alternative that can diminish the inaquality and allow that a very bigger public is inserted in the digital world and that he makes use of all the tools and chances propitiated in this environment. The costs of this new form of transmission had been not yet defined, but the tests already are happening. What we lament is the fact of that if this alternative already it was possible and already it functioned in other countries, why always is delayed? First we pay for them we pssimos services of dialed Internet, later we pay for the service badly given, the companies of telecommunications that the monopoly withholds, to have broad band. only now, for many a great surprise, the approval of the Internet broad band saw net electric. But before late of what never. The notice is good and real.

Through a special modem, connected to any taking of the house, the connection will be given by means of handles optical-fiber. No wall in addition will not be necessary for rank of the handles. The connection speeds are being tested and in relation to the quality, it can be harmed if at the moment of the use some another domestic device will be being used, but for this, it is enough to use a small filter that the problem already is solved. Then what we must make is to commemorate, one more time Brazil living the technologies of first world. Brazilians of any cantinho could know and be part of the modern and quick life. The life online. Where the information does not have limits and the knowledge are available who to want to have access them. They will be able to also usufruct of the gratuitousnesses easinesses offered in the net, without discrimination or limitations.

In question 2: I participate of simultaneous colloquy, through texts (torpedoes)? 45% had answered affirmatively. 4? CONCLUSION In a well ample analysis in what it says respect to the new scenes of learning, can be detached colon important that it has deep influence in the processes of mediation, overdose of information and the speed of circulation of the same one. In this direction, it was observed that, the impact of the digital media is being felt through an increasing number of comunicacionais and informacionais activities (cellular Internet and). Exactly being recent, these technologies extend, exteriorizam and modify many cognitivas functions human beings: the memory (digital data base, hipertextos, card indices of all the orders), the imagination through the simulations, the perception (sensory, tele presence and virtual reality), the reasonings (artificial intelligence, modelizao of complex phenomena). In the reality, it could be identified two practical types of pedagogical in the education institution: traditional, where a each professor follows the old ritual of the expositivas lessons, worried in giving contents, in evaluating the pupils quantitatively, closed one in the restricted domain of its disciplines. Other, dynamic, that he opens spaces for the quarrel and significao of current subjects, for another relation professor-pupil, for incorporation of other languages, rationalities and technologies, where the professors feel themselves more to dare and to create. In this study it was observed that the inserted pupils are each day in the context of the NTICs, since, with the access the Internet in its residences and the majority of the education institutions.

As the data, it was observed inexistence of colaborativas actions in the net with orientation of the professor and the participation of the pupils in courses on-line, what it confirms the lack of professionals qualified in these pedagogical activities. I concluded that even so the new technologies are inserted in the daily one of the pupils, little is observed of innovation of practical pedagogical in the educational scenes. Ones of the points most difficult of education in the future will be in knowing as to motivate and to defy the students and as to encourage them to develop it the requirement of auto disciplines for the learning, in reason of the great amount of information in some supports. References OLIVEIRA, E.G. Education in the distance in paradigmtica transistion. Campinas, SP: Papirus, 2003. TEDESCO, J.C. Education and New Technologies.