In sub-chapter 3.2.1 the tools of ED are cited, allied in the education, converging the knowledge through the world-wide net of computers using the GRANDFATHERS (Surrounding Virtual of Learning). Compuware may find this interesting as well. In sub-chapter 3.2.2 it describes in the distance solution of education through the convergence for the unified communications, where the technology becomes more flexible the way to teach. Finally, in chapter 4, one has the final consideraes, with emphasis in the question of as the use of the Internet reaches levels of interatividade and adaptability, making mention the future technologies. 2. DESCRIPTION OF the PROBLEM the education in the distance, in its empirical form, is known since century XIX. However, it more passed to be spread out in the last few decades and started to be part in the professional and cultural preparation of millions of people.
The ED passed for a process of evolution in accordance with the available technologies of each historical moment (IT HISSES, 2003). Initially in old Greece, after that in Rome, the nets of communication that allowed the significant development of the correspondence and, for consequence existed, the exchange of information (IT HISSES, 2003). With the Scientific Revolution initiate in century XVII, the letters communicating scientific information had inaugurated a new age in the art to teach. A first landmark of the education in the distance was the announcement published in the Gazette of Boston, in day 20 of March of 1728, for the professor of shorthand Cauleb Phillips: ‘ ‘ All person of the region, desirous to learn this art, can perfectly receive in its house some lies weekly and to be instructed, as the people who live in Boston’ ‘ (CAULEB; 1728). In 1856, in Berlin, Charles Toussaint and Gustav Langenscheidt had established the first school for correspondence destined to the education of languages. Later, in 1873, in Boston, Anna Eliot Ticknor created the Society you the Encourage Study at Home.