The professor when stimulating its pupil to the search for the knowledge, and he will use them to these as instruments to modify its social condition, giving to continuity its studies. For Oliveira (2004, p.105): ' ' The age and the social and cultural experience of the educandos are ignored, remaining itself in these considered the infantile logic of the resumes destined to the children who frequent the school regular' '. When if works with pupils of the EJA the professor when making its curricular planning, needs to think to who? Why? so that? We know that each content, each knowledge and ability have its time to be taught. Each professor (a) knows that, depending on the series or bimaster, he will have to privilege definitive contents in the hour to prepare its lesson, and depending on the diversity of the pupils and group he will have to program diversified times of education. (MIGUEL G. ARRAYO, 2004, P.210) Thus the professor will know which the contents, artistic activities that can be developed and be applied these pupils. 5.
The ART AND the TECHNOLOGIES It is necessary to adapt the technologies for different users of deferential social bands. The technologies gifts in the schools as the COMPACT DISC, DVD, TV Pendraive, laboratory of computer science, facilitate the teaching work. In Art, the pupil has chance to know the quantity artistic of definitive author, of different times, reproducing its proper critical one in relation to the works of art, music, theater or dances. The interrelao of content? technology – learning is a positive form of the professor to innovate in practical its pedagogical, making with that the pupil, absorbs and assimilates the knowledge. The digital inclusion and its technologies, for itself, do not go to change the reality and the quality of public education. The continued formation of the professors using itself of tele lessons, Internet, thus will contribute for the improvement of education.