The NTICs, having the computer and the Internet as main representatives, had brought to the education unquestioned benefits, but many frustrations how much to its educative use had also happened. One of them it would be the resistance on the part of the pupils and professors who according to MORAN; MASETTO and BEHRENS (2006, pg.54): ' ' Some pupils easily do not accept this change in the form to teach and to learn. They are accustomed to soon receive everything from the professor, and wait that it continues ' ' giving aula' ' , as synonymous of it to say and the pupils to listen. Some professors also criticize this new form, because it seems a way not to give lesson, to be ' ' brincando' ' of lesson ' '. Another frustration with the educative use of the Internet would be according to MORAN; MASETTO and BEHRENS (2006, pg.54): ' ' It has dispersion easiness. Many pupils if lose in the confusion of navigation possibilities. They do not look for what it was agreement, leaving itself to drag for areas of personal interest. He is easy to lose time with little significant information, being in the periphery of the subjects, without deepening them, integrating them in a paradigm consistente.' ' Another frustration could be the raised financial cost for the installation of digital computers and nets in the schools, a time that the economic description of the country, stained for financial corruption and lack of resources for the education, does not favor this concretion. But the Brazilian government comes if worrying about this problem, is what we see in what says OAK (1999, pg. 25): ' ' The tecnicista, instrumental vision of the communication also is observed in the school, space considered privileged for the digital inclusion, to the side of the public telecentros and the programs of reduction in price of the technologies for the domestic consumption.