It is known that computer science is of great importance for the attainment of knowledge and the reinforcement of the capacities of the people and the communitarian nets, passing for the infantile education, for adult the young education of e, for superior education, professionalizing education, long-distance education and education to the people with necessities special. According to Guillermo Lira (Education, 2006), President of the Society Brazil Accessibility, less than 20% of the Brazilian population kept computer in house, as interview to the Future TV in outubro/2006. Agreeing to (Of Coast, 2007), it is inferred from there that the majority of the minor population purchasing power does not have computer, it frequents school public e, therefore, does not participate of programs of digital inclusion, therefore great part of these schools lacks of laboratorial infrastructure to include its pupils in the technological world. It is of the knowledge of that the digital alfabetizao in all the education levels prays in the Law of Lines of direction and Bases of the National Education, since 1996. But what one today sees is the trashing of the public schools in all the country, being that in many of them the electric energy does not exist or if finds in precarious situation, beyond many classrooms not to offer, also, the minimum conditions for the practical one of education. Thus being, it is difficult to implement in the public schools projects of digital inclusion with all the laboratorial infrastructure of access to the Internet and enabled staff to give the support all pedagogical, using the digital tools. An initiative that deserves prominence and serves of example for the Secretariats of Education of other States is what it made the Secretariat of Education of Pernambuco, promoting partnership with a French association with the purpose to take the digital inclusion to the children in age of alfabetizao, corresponding itself with students of other countries. .
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