<?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>S1809-38762021000100453</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i1p453-473</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PEDAGOGIA DA ALTERNÂNCIA EM ESCOLAS PÚBLICAS DE EDUCAÇÃO DO CAMPO EM RONDÔNIA]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGY OF ALTERNANATION IN PUBLIC RURAL EDUCATION SCHOOLS IN RONDÔNIA]]></article-title>
<article-title xml:lang="es"><![CDATA[PEDAGOGÍA DE LA ALTERNANCIA EN ESCUELAS PÚBLICAS DE EDUCACIÓN DE CAMPO EN RONDONIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CONTE]]></surname>
<given-names><![CDATA[Isaura Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NÓBREGA]]></surname>
<given-names><![CDATA[Renata da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Renato Éberson de Souza dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia curso de Pedagogia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaria Municipal de Ji-Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>453</fpage>
<lpage>473</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000100453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000100453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000100453&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Pedagogia da Alternância conflui para a Educação do Campo devido a sua origem: o ambiente rural com a negação de educação escolar de qualidade, porém ela não surge como algo na/da esfera pública. Assim sendo, neste texto, discute-se a adoção da Pedagogia da Alternância como método de educação em escolas da rede pública municipal no interior do estado de Rondônia, Brasil. Partiu-se da pesquisa-ação com utilização de observação participante e pesquisa bibliográfica, e os fundamentos teóricos baseiam-se em Caldart, Molina, Arroyo, Gimonet, além de estudiosos do tema, a saber: Menezes, Oliveira, Rodrigues, Andreatta. Destaca-se: a importância da tomada de decisão e o suporte institucional de Secretarias de Educação para mudar de método educacional frente a situações de não melhoria da qualidade do ensino ofertado; partir do acúmulo de experiências da mesma natureza envolvendo todos os sujeitos da comunidade escolar; protagonismo das famílias ao exigir educação em suas comunidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Pedagogy of Alternation converges to Rural Education due to its origin: the rural environment with the denial of school education of quality, however it does not appear as something in the public sphere. Thus, in this text, the adoption of the Pedagogy of Alternation as a method of education in public schools in the hinterlands of the state of Rondônia, Brazil, is discussed. We started from on action research with the use of participant observation and bibliographic research, and the theoretical foundations are based on Caldart, Molina, Arroyo, Gimonet, in addition to scholars on the topic of the Pedagogy of Alternation developed in public schools, namely: Menezes, Oliveira, Rodrigues, Andreatta. The following stands out: the importance of decision making and the institutional support of Education Departments to change the educational method in the face of situations of non-improvement in the quality of the education offered; starting from the accumulation of experiences of the same nature involving all the subjects of the school community; protagonism of families when demanding education in their communities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Pedagogía de la Alternancia converge con la Educación de Campo debido a su origen: el ambiente rural con la negación de una educación escolar de calidad, pero no surge como algo en/de la esfera pública. Por tanto, en este texto se discute la adopción de la Pedagogía de la Alternancia como método de educación en escuelas de la red pública municipal en el interior del estado de Rondônia, Brasil. Se partió de la investigación-acción con la utilización de observación participante y investigación bibliográfica, y los fundamentos teóricos se basan en Caldart, Molina, Arroyo, Gimonet, además de estudiosos del tema, a saber: Menezes, Oliveira, Rodrigues, Andreatta. Se destaca: la importancia de la toma de decisiones y el soporte institucional de Secretarías de Educación para cambiar el método educativo ante situaciones de no mejora de la calidad de la educación ofrecida; partir de la acumulación de experiencias de la misma naturaleza involucrando a todos los sujetos de la comunidad escolar; protagonismo de las familias al exigir educación en sus comunidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia da Alternância]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Pública]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of Alternation]]></kwd>
<kwd lng="en"><![CDATA[Field Education]]></kwd>
<kwd lng="en"><![CDATA[Public Education]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de la Alternancia]]></kwd>
<kwd lng="es"><![CDATA[Educación de Campo]]></kwd>
<kwd lng="es"><![CDATA[Educación Pública]]></kwd>
</kwd-group>
</article-meta>
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