Perhaps it lacks for many the courage and determination stops to make to be valid the law, therefore, we saw that in the International Pact of 1966, treating to the education of the superior level, all must have equal access to education. Let us think about the dimension of Brazil. Let us imagine the reality of our city of Navira, in the south of Mato Grosso of the South, with great demand of buoy-colds that work next to the existing plants in the city, them that they need to wake up every day, four hours of the dawn, as these creatures can ' sonhar' in making superior education? As displayed in the previous activity, we come across with a new form of exclusion in the education, not for the vacant absence, but, for the quality of offered education, affecting all, making that ' ' the pupil does not obtain to learn what aprender' is necessary; '. This yes, expensive colleague, saddens us very. The politics and education come back to the text regarding. The politics adopted in Brazil, in relation to the education, finished privatizing some sectors that had not been prioritized for the public politics, this stimulated the creation of a market for the private initiative, as much for the absence of offers, how much for low the quality of the education. This is a trend of Superior Ensino, but, it does not leave to appear in Basic Ensino. In the last few decades, a growth of basic education in Brazil occurred, especially for the magnifying of public education. After the promulgation of the Constitution of 1988 and with the LDB of 1996, the cities and the states had needed ' ' acudir' ' the levels for which they had been responsible, thus, in Brazil finished having ' growth educacional' , where the children, adolescents and young are in the school, but, this amount was not folloied by the quality.