Some had seemed to be something bothered by not operacionalizarem in way more concrete the tasks that could carry through in the future with its pupils. One is about a very common concern, that they bring for discipline them to all in this phase of its formation and relation which would be premature to give the type of answers that they desire. The educative use of a powerful way as the Internet has of being equated in function of the concrete pupils, the real conditions of work and the pedagogical project of the school and the group to discipline where the professor if inserts. Moreover, the future professors had developed new perspectives on the use of TICs in the mathematical education and some appreciation for active methodologies of work to promote the learning. Both are important aspects of the necessary professional knowledge for the education of the mathematics. The TICs only tools auxiliary of the work are not. It is a basic technological element that of the form to the social environment, including education of the mathematics.
As such, they influence the evolution of the knowledge and the professional identity of the mathematics professor. The future professors need to develop confidence in the use of these technologies and a critical attitude in relation they. They need to be capable to integrate them in the purposes and the objectives of the education of the mathematics.
Musser affirms that ' ' … when a together adult and its children attend television, the parents can become the experience most advantageous for crianas' ' (2001, P. 493), of form that these moments can be used to advantage to dialogue with the children, to argue propagated values and information. According to thought of You mark the children and young you made an impression can assume that what sees in the television it is normal, safe and acceptable. In this direction a preoccupying message that the television transmits in them is of that the violence is acceptable and until can be amused. The most dangerous of this everything is that a scene that lasts but some seconds transmitted in a small part of one program can be remembered in the long run, more than what any another scene of history. (2008) Ahead of these consideraes, it is of utmost importance that the family analyzes what she attends the children together with, leading in consideration the limitations of each one in assimilating what she sees.
One knows that the ideal is not to forbid the child to see television and yes to help to criticize it and to select what it attends, therefore is possible to select programs that help in the cognitivo development of the child. In accordance with Rezende and Borges (1993), the child is a consumer of the TV, therefore she ahead passes hours of the day of this, being private of basic activities for its development, thus it affirms que' ' … remaining some hours to absorb as a sponge everything what the TV presents, before the verbal redundancy of the vehicle, not it alternative surplus that not emudecida it inrcia' ' (REZENDE; BORGES, 1993, P. 21). This elapses of the conditions where the parents if find an arduous hours of working and diverse concern. Still in accordance with the authors, to consider the parents as viewing critics, when not even they observe if what the children are seeing are appropriate or, when they want to see the children silenced and quiet, are not easy task.