City Hall, as well as by Nead.Their methodology had two main differences from CRID: no emphasis in integratingthe use of computers and internet with school activities; and a huge emphasis onusing the telecenter to help increase local production and distribution throughsome kind of e-business.At that time, the Brazilian FederalGovernments digital inclusion programs, conceived for urban areas, such asBrazil House and Culture Points, had been consolidated. So, Nead became acloser observer and also learned from them. Different executors, partners and goals,led to the conclusion that Nead could only give the guidelines, but thedetailed methodology had to be specified case by case when talking about anationwide project.The DigitalTerritories Project identity was first used in 2007, and meant to be acompilation of the different experiences sponsored and observed. The very beginningof 2008 was the time to make public revisions of the main guidelines, to openthe project to any interested partners, identify unapproached issues and decidethe next steps. From January to April, two meetings per month were held,joining people from private and government companies, social movements,academy, and all citizens interested in participating.The project guidelines were revised, thename chosen for the telecenter was CasaDigital (Digital House), and the first state chosen to receive one of thosehouses was Para.3 The project guidelines3.1 The implementation maturity stagesWhat happens if acomputer stops working in such a remote place? This is one of the firstquestions asked by beginners in the project. They are accustomed to seeing animplementation process taking place with just a few hours of training, andcannot imagine how a community can learn to do everything needed to maintain atelecenter, in an autonomous way, counting on only a few hours of training.That question can be used to explain someof the greater differences between urban and rural projects: this educationprocess has to be measured in months or, preferably, in years; the communityhas to commit to the telecenter, and allocate as many people as necessary tokeep it open seven days a week, even at night, so that those who work dayshift canalso become users. As they cannot afford to pay salaries for so many people,work should be voluntary; the pilot projects have shown that this is a naturaldecision in organized communities.As rural communities are far away fromknowledge provider urban centers, the implementation of a telecenter is a three-stagematuration process: preparation, adaptation e consolidation, or, as we preferto call them, childhood, adolescence e maturity.The preparation, or childhood, ischaracterized by a direct intervention by a formation (training) team from anexecutor institution, that can be an NGO, academy, social movements and soforth. Equipments are installed, and many short-term workshops are held forthose community members who will propagate that new knowledge through thecommunity. This childhood can last from 3 to 6 months, depending on themethodology chosen. Most digital inclusion projects stop here, before thecommunity has reached a self-sustainable maturity level.In the second stage, adaptation or adolescence,the training team starts watching at a distance, through internet, and visitsto the community are less frequent. We suggest monthly visits. Like a teenager,the community starts to walk on its own, and it is common to see conflictsbetween what is intended