in the present article three categories of information are described that have to be considered prior to making the decision to postulate a pedagogical model that sustains the accomplishment of an educational supply at a distance. the first has to do with the conceptual elements that grant a reference frame to the person that defines the way in which the terminology is to be understood and education at a distance; in this way, one radicalizes the directives demanded to the present pedagogical models. descriptions in connection with technological advances are presented. in the last part, attention is centered in the pedagogical categories that really will provide support to the model to be implemented. in this sense, the phenomenon of learning is made relevant the structuring of the information, the evaluation, the roles and tasks of the agents involved in the educational process, as well as the redefinition and putting in practice of permanent education.