Reference From his analysis, we can denote that the initial technology of the first-generation, such as snail mail, is still use, predominantly, in both cases and in intense form. The technology of second generation (radio and TV), by the visa, are in rapid disuse in industrialized countries, except the terrestrial TV transmissions. Finally, when it comes to the use of digital technologies in fourth and fifth generations, even for the account of the great reversals of initial resources for installation, these are still lags behind in developing countries. In relation to the use of media for learning, these large differences are no longer perceived, and are still the predominant use of texts printed in the two cases, in addition to the audio and video media. So, the differential is only on the use of multimedia archives for some kind of media, it still at a disadvantage for the developing countries. As regards the trajectory of a combination of skills, Moore and Kearsley (2007) and Formiga (2009), describes the centenary area covered by the first generation of teaching by correspondence and then how the other generations and technologies were being accumulated over each decade in particular. Probably, this feature is quite remarkable to explain the process of learning in the accumulation of proficiency by each country. To illustrate, take the TV as a representative of the second generation. In the United States, the TV began its use in the 30s, while here in Brazil, only came to education in the late 60s - including in Maranhão, with three decades of delay. Context of technological innovation In ODL In Maranhão Within the context of the state it can be said that distance education in the State of Maranhão starts, solemnly, in the second generation of DL (Distance Learning), with TVEMaranhão (Fundação Maranhense de Televisão Educativa), on December 1, 1969 - one of nine educational stations installed in the country between the period of 1967 and 1974, without any planning of sectorial policy of the federal government (FRADKIN, 2008). Of these, only three, among them the TVEMaranhão, turned to education for High School at Cenro Educacional do Maranhão-CEMA. The TVE of Maranhão was the first broadcaster to formulate its own system of televised education, which had its origin in the needs detected by a diagnostic that pointed to the low school attendance and the lack of qualified teachers in the State borders. It worked, initially, as closed circuit television (later it was open), with black & white TV sets, installed in classrooms, accompanied by one educational supervisor, that aided the students in the activities scheduled in the printed didactic material (OZORIS, 2001). It was established by Law 3,016/69 and was functional in 32 municipalities in the state, with a total of 59,402 students. In 2000, the number of registrations was 47,977, in 2002, dropped to 42,925 and, in 2005, only 8,703 students were enrolled. Finally, has gone through a process of deconstruction, motivated by the lack continuous training of the teaching faculty,
technical and administrative, lack of educational material and lack of new equipment for the TV station, TV sets and parts, making it clear that the State Government had no more interest to continue with the system of Televised Education, and was discontinued 2007. UNESCO considered the TVE of Maranhão as the best experience of televised education television in Latin America, having its model copied for the rest of the country and for the African continent. Today it is still referenced nationally and internationally as a Brazilian unique and a pioneer experience in Distance Learning and, deserves, up to merit, a study about their process of innovation (OLIVEIRA, 2002). Another foray of Maranhão in distance education was through the State University of Maranhão (Uema). The Uema has defined its objectives through Resolution no. 73/98 of Cepe/Uema, when it sought "to expand the space of action of Uema, facing geographical limiting the courses offer” (UEMA, 1998). The implementation of this program was attended by the advice of the Universidade Federal do Mato Grosso (UFMT), one of the pioneer universities in offering distance learning courses in the country. It started with the authorization for the operation of the High School level Course (Teaching 2001), second by legal opinion #246/98 and Resolution #192/98 by the State Education Council (CEE). This first experience of distance education was an extraordinary grant from the CEE, which allowed the Uema act at the level of basic education in the State of Maranhão (EEC, 1998). The course operated with printed material bought from the UFMt, and was accompanied by mentors in the classroom, with mentors trained by the UFMt. In the year 2000, this experience led to the creation of the Distance Education Center (NEAD) at UEMA, followed in 2001 by MEC accreditation of the offer of courses in a distance (Decree no. 2,216 , 11/10/2001 ) and change to the current name of UemaNet, in May 2008 (MEC, 2001). More details of this process will be described in the item concerning the performance of institutional UemaNet, focal point of this article. Competitive performance of UEMANET It was only in 2005 that there was one of the major changes with the creation of the first bachelor's degree: the Administration course modality in the distance from the pilot project of the Open University of Brazil (UAB). The pilot project at UAB has built a national consortium of public institutions (17 federal and five state universities) called Forum of Coordinators of Administration Course at UAB, composed by course coordinators and coordinators of EaD of each institution. The Forum meets nationally every three months, for discussions and presentations of results, because all have in common the same curriculum, the production of all educational material (with notice for national certified teachers) and provides the permanent exchange of experience, in addition to make decisions in their assemblies. In 2008, with the approval of courses of Pedagogy
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