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IV. CONCLUSION The crucial point to have a society joust and participativa is the adoption of public politics where it is present the education and the digital inclusion as source of the knowledge. Disponibilizar new production forces so that they are to the reach of all the potential users, can be an alternative to reduce the social inaqualities that they insist on if keeping lighted in the Brazilian society (It hisses, 2005). The improvement of the quality of education and the learning, the pertaining to school conviviality and the chance to learn are essential conditions so that the Brazilian cities implement public schools of integral turn, using to advantage itself of the deriving resources of the FUNDEB. The curricular and extracurricular activities provide qualitative changes in the educational scene, offering chances differentiated to the students who make use of feeding, hygiene, development of abilities and abilities, preparing them for the future in a quality school. One notices that the Government has looked for to launch programs of social and digital inclusion through its ministries and its secretariats, but the impact of these initiatives does not suffer a solution from continuity and, for what it is observed, many programs lose force and they do not reach the desired objectives.

Meanwhile, the third sector comes looking for to fill this gap by means of the adoption of voluntary initiatives, in order to provide to the devoid people social inclusion e, also, the digital inclusion with the development of specific projects and great relevance. But it stops to implement projects of digital inclusion, must be taken in account the costs of software, copyrights, social responsibility and support (Franciosi, 2009). The partnerships that the third sector comes looking for to make with international agencies, the Brazilian enterprise institutions and different agencies of the Government are insufficient to take care of programs of digital inclusion, directed the devoid population.

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