As accessible technological resources, the Television and the Vdeo/DVD are gifts in the daily one of the pupils and the professors, and can contribute as tools of essential differentiated learning and front to the new demands of education. However, given the existing gaps in the formation of professors for the use of these resources, not as activity to per itself, but yes as strategy of learning in the development of the contents. In the elaboration of this project of action my concern will be with the formation and to know professors to them of the professors for the use of the medias? television and vdeo/DVD, mainly as instruments facilitadores of the access and the use of these tools and the knowledge that they can offer so that, not as exclusive methodology of teach-learning of the pupils, are an instrument more for its lessons. Another aspect that justifies this project is that the school propitiates this space of teach-learning, therefore, is in the school that the knowledge can in fact be socialized, guaranteed the access of all to these resources. On the development of this project, we perceive that for the guiding of a work with the use of the medias, more specifically the Television and the Vdeo/DVD in the daily one of the classroom, we must consider important factors so that the lessons are worked of a differentiated form of that generally we observe (the professor generally uses these possibilities as an end and not as half to complement its lessons). Thus, the proposal presented here supplied elements the professionals who work in the schools of the state public net of So Paulo, as well as for that if they worry about the metodolgicas questions. The action project will contribute in the direction to take the professors to teach its pupils to learn on the basis of on a knowledge that historically was produced and systemize, but that they can also live deeply of a pleasant form, in accordance with its necessities and mainly, what already knows on exactly through the use of Televiso and Vdeo/DVD. With this, the professors will be able to be in contact with an not explored knowledge until then in the classrooms, to extend its knowledge and to identify as these resources can be present in its daily action. Still in what he says respect to the methodology, he will be interesting to work with a method that makes possible the professor to take its pupil to think on the actions and, consequentemente, to reflect on the implication of the contents, but of diversified form, breaking the paradigm of alone being possible to learn inside of the classroom and not in another environment that the school provides.