<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000400011</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i4p1127-1151</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação do campo, organização escolar e currículo: um olhar sobre a singularidade do campo brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Field education, school organization and curriculum: a look on the singularity of the brazilian field]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación del campo, organización escolar y currículo: una mirada sobre la singularidad del campo brasileño]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Aires de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Frederico Jorge Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Karla Raphaella Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>1127</fpage>
<lpage>1151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000400011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo tem como objetivo apresentar, de maneira introdut&#243;ria, discuss&#245;es sobre a organiza&#231;&#227;o escolar e as concep&#231;&#245;es de curr&#237;culo engendradas na escola do campo, al&#233;m discutir a necessidade hist&#243;rica de construir um curr&#237;culo que atenda aos interesses da escola do campo. Parte-se da compreens&#227;o de que a educa&#231;&#227;o do campo atua no plano da particularidade, mediando a rela&#231;&#227;o entre os indiv&#237;duos singulares do campo e a universalidade dos conhecimentos produzidos pela humanidade. T&#234;m-se como fundamentos te&#243;ricos autores que auxiliam na discuss&#227;o do papel da escola na sociabilidade atual e do papel da escola do campo, como Roseli Caldart e Miguel Arroyo. Utilizou-se como metodologia a pesquisa bibliogr&#225;fica, recorrendo &#224; pesquisa documental, principalmente &#224; legisla&#231;&#227;o espec&#237;fica da educa&#231;&#227;o do campo. Nesse sentido, estudou-se a organiza&#231;&#227;o escolar da educa&#231;&#227;o do campo, as fun&#231;&#245;es do projeto pol&#237;tico pedag&#243;gico e do curr&#237;culo na constru&#231;&#227;o de uma educa&#231;&#227;o que atenda aos interesses da comunidade escolar, j&#225; que deve ser erigida nos princ&#237;pios da gest&#227;o democr&#225;tica, garantidos pela Constitui&#231;&#227;o de 1998, e da coletividade. Este estudo tornou poss&#237;vel aferir que h&#225; a necessidade hist&#243;rica da constru&#231;&#227;o de um curr&#237;culo que atenda as reivindica&#231;&#245;es dos movimentos sociais do campo por uma escola do campo, vinculada &#224; realidade em que est&#225; inserida. Partindo da compreens&#227;o de que cada escola &#233; uma singularidade, h&#225; que se construir coletivamente curr&#237;culos que expressem o movimento da realidade de cada escola do campo, levando em considera&#231;&#227;o aspectos como os tempos de plantar e colher, o modo de vida e as rela&#231;&#245;es de trabalho presentes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article aimed to present, in an introductory way, discussions about the school organization and the curriculum conceptions engendered in the field school, besides discussing the historical necessity of constructing a curriculum that serves the interests of the field school. It starts from the understanding that the field education acts on the level of particularity, mediating the relation between the singular individuals of the field and the universality of the knowledge produced by humanity. Theoretical foundations are authors who help in the discussion of the role of the school in the current sociability and the role of the field school, such as Roseli Caldart and Miguel Arroyo. Bibliographical research was used as methodology, resorting to documentary research, mainly to the specific legislation of the field education. In this sense, it was studied the school organization of field education, the functions of the political pedagogical project and the curriculum in the construction of an education that serves the interests of the school community, since it must be erected in the principles of democratic management, guaranteed by the Constitution of 1998, and the collectivity. This study made it possible to verify that there is a historical need for the construction of a curriculum that meets the demands of the field social movements for a field school, linked to the reality in which it is inserted. Starting from the understanding that each school is a singularity, it is necessary to collectively construct curricula that express the movement of the reality of each school in the field, taking into consideration aspects such as times of planting and harvesting, way of life and present working relationships. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este art&#237;culo tuvo como objetivo presentar, de manera introductoria, discusiones sobre la organizaci&#243;n escolar y las concepciones de curr&#237;culo engendradas en la escuela del campo, adem&#225;s de discutir la necesidad hist&#243;rica de construir un curr&#237;culo que atienda a los intereses de la escuela del campo. Se parte de la comprensi&#243;n de que la educaci&#243;n del campo act&#250;a en el plano de la particularidad, midiendo la relaci&#243;n entre los individuos singulares del campo y la universalidad de los conocimientos producidos por la humanidad. Se toman como fundamentos te&#243;ricos autores que auxilian en la discusi&#243;n del papel de la escuela en la sociabilidad actual y el papel de la escuela del campo, como Roseli Caldart y Miguel Arroyo. Se utiliz&#243; como metodolog&#237;a la investigaci&#243;n bibliogr&#225;fica, recurriendo a la investigaci&#243;n documental, principalmente a la legislaci&#243;n espec&#237;fica de la educaci&#243;n del campo. En ese sentido, se estudi&#243; la organizaci&#243;n escolar de la educaci&#243;n del campo, las funciones del proyecto pol&#237;tico pedag&#243;gico y del curr&#237;culo en la construcci&#243;n de una educaci&#243;n que atienda a los intereses de la comunidad escolar, ya que debe ser erigida en los principios de la gesti&#243;n democr&#225;tica, garantizado por la Constituci&#243;n de 1998, y de la colectividad. Este estudio hizo posible comprobar que hay la necesidad hist&#243;rica de la construcci&#243;n de un curr&#237;culo que atienda las reivindicaciones de los movimientos sociales del campo por una escuela del campo, vinculada a la realidad en que est&#225; inserta. A partir de la comprensi&#243;n de que cada escuela es una singularidad, hay que construir colectivamente curr&#237;culos que expresen el movimiento de la realidad de cada escuela del campo, teniendo en cuenta aspectos como tiempos de plantar y cosechar, modo de vida y las relaciones de trabajo presentes. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Escola do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Organização Escolar]]></kwd>
<kwd lng="en"><![CDATA[Field Education]]></kwd>
<kwd lng="en"><![CDATA[Field School]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[School Organization]]></kwd>
<kwd lng="es"><![CDATA[Educación del Campo]]></kwd>
<kwd lng="es"><![CDATA[Escuela del Campo]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Organización Escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[Dermeval]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Sistema Nacional de Educação articulado ao Plano Nacional de Educação]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>15</volume>
<numero>44</numero>
<issue>44</issue>
<page-range>380-412</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
<article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000400011</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i4p1127-1151</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação do campo, organização escolar e currículo: um olhar sobre a singularidade do campo brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Field education, school organization and curriculum: a look on the singularity of the brazilian field]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación del campo, organización escolar y currículo: una mirada sobre la singularidad del campo brasileño]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Aires de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Frederico Jorge Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Karla Raphaella Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>1127</fpage>
<lpage>1151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000400011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo tem como objetivo apresentar, de maneira introdut&#243;ria, discuss&#245;es sobre a organiza&#231;&#227;o escolar e as concep&#231;&#245;es de curr&#237;culo engendradas na escola do campo, al&#233;m discutir a necessidade hist&#243;rica de construir um curr&#237;culo que atenda aos interesses da escola do campo. Parte-se da compreens&#227;o de que a educa&#231;&#227;o do campo atua no plano da particularidade, mediando a rela&#231;&#227;o entre os indiv&#237;duos singulares do campo e a universalidade dos conhecimentos produzidos pela humanidade. T&#234;m-se como fundamentos te&#243;ricos autores que auxiliam na discuss&#227;o do papel da escola na sociabilidade atual e do papel da escola do campo, como Roseli Caldart e Miguel Arroyo. Utilizou-se como metodologia a pesquisa bibliogr&#225;fica, recorrendo &#224; pesquisa documental, principalmente &#224; legisla&#231;&#227;o espec&#237;fica da educa&#231;&#227;o do campo. Nesse sentido, estudou-se a organiza&#231;&#227;o escolar da educa&#231;&#227;o do campo, as fun&#231;&#245;es do projeto pol&#237;tico pedag&#243;gico e do curr&#237;culo na constru&#231;&#227;o de uma educa&#231;&#227;o que atenda aos interesses da comunidade escolar, j&#225; que deve ser erigida nos princ&#237;pios da gest&#227;o democr&#225;tica, garantidos pela Constitui&#231;&#227;o de 1998, e da coletividade. Este estudo tornou poss&#237;vel aferir que h&#225; a necessidade hist&#243;rica da constru&#231;&#227;o de um curr&#237;culo que atenda as reivindica&#231;&#245;es dos movimentos sociais do campo por uma escola do campo, vinculada &#224; realidade em que est&#225; inserida. Partindo da compreens&#227;o de que cada escola &#233; uma singularidade, h&#225; que se construir coletivamente curr&#237;culos que expressem o movimento da realidade de cada escola do campo, levando em considera&#231;&#227;o aspectos como os tempos de plantar e colher, o modo de vida e as rela&#231;&#245;es de trabalho presentes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article aimed to present, in an introductory way, discussions about the school organization and the curriculum conceptions engendered in the field school, besides discussing the historical necessity of constructing a curriculum that serves the interests of the field school. It starts from the understanding that the field education acts on the level of particularity, mediating the relation between the singular individuals of the field and the universality of the knowledge produced by humanity. Theoretical foundations are authors who help in the discussion of the role of the school in the current sociability and the role of the field school, such as Roseli Caldart and Miguel Arroyo. Bibliographical research was used as methodology, resorting to documentary research, mainly to the specific legislation of the field education. In this sense, it was studied the school organization of field education, the functions of the political pedagogical project and the curriculum in the construction of an education that serves the interests of the school community, since it must be erected in the principles of democratic management, guaranteed by the Constitution of 1998, and the collectivity. This study made it possible to verify that there is a historical need for the construction of a curriculum that meets the demands of the field social movements for a field school, linked to the reality in which it is inserted. Starting from the understanding that each school is a singularity, it is necessary to collectively construct curricula that express the movement of the reality of each school in the field, taking into consideration aspects such as times of planting and harvesting, way of life and present working relationships. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este art&#237;culo tuvo como objetivo presentar, de manera introductoria, discusiones sobre la organizaci&#243;n escolar y las concepciones de curr&#237;culo engendradas en la escuela del campo, adem&#225;s de discutir la necesidad hist&#243;rica de construir un curr&#237;culo que atienda a los intereses de la escuela del campo. Se parte de la comprensi&#243;n de que la educaci&#243;n del campo act&#250;a en el plano de la particularidad, midiendo la relaci&#243;n entre los individuos singulares del campo y la universalidad de los conocimientos producidos por la humanidad. Se toman como fundamentos te&#243;ricos autores que auxilian en la discusi&#243;n del papel de la escuela en la sociabilidad actual y el papel de la escuela del campo, como Roseli Caldart y Miguel Arroyo. Se utiliz&#243; como metodolog&#237;a la investigaci&#243;n bibliogr&#225;fica, recurriendo a la investigaci&#243;n documental, principalmente a la legislaci&#243;n espec&#237;fica de la educaci&#243;n del campo. En ese sentido, se estudi&#243; la organizaci&#243;n escolar de la educaci&#243;n del campo, las funciones del proyecto pol&#237;tico pedag&#243;gico y del curr&#237;culo en la construcci&#243;n de una educaci&#243;n que atienda a los intereses de la comunidad escolar, ya que debe ser erigida en los principios de la gesti&#243;n democr&#225;tica, garantizado por la Constituci&#243;n de 1998, y de la colectividad. Este estudio hizo posible comprobar que hay la necesidad hist&#243;rica de la construcci&#243;n de un curr&#237;culo que atienda las reivindicaciones de los movimientos sociales del campo por una escuela del campo, vinculada a la realidad en que est&#225; inserta. A partir de la comprensi&#243;n de que cada escuela es una singularidad, hay que construir colectivamente curr&#237;culos que expresen el movimiento de la realidad de cada escuela del campo, teniendo en cuenta aspectos como tiempos de plantar y cosechar, modo de vida y las relaciones de trabajo presentes. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Escola do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Organização Escolar]]></kwd>
<kwd lng="en"><![CDATA[Field Education]]></kwd>
<kwd lng="en"><![CDATA[Field School]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[School Organization]]></kwd>
<kwd lng="es"><![CDATA[Educación del Campo]]></kwd>
<kwd lng="es"><![CDATA[Escuela del Campo]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Organización Escolar]]></kwd>
</kwd-group>
</article-meta>
</front>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[Dermeval]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Sistema Nacional de Educação articulado ao Plano Nacional de Educação]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>15</volume>
<numero>44</numero>
<issue>44</issue>
<page-range>380-412</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
