<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492014000200220</article-id>
<article-id pub-id-type="doi">10.17058/rea.v22i2.0220</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação do campo: história, práticas e desafios no âmbito das políticas de formação de educadores: reflexões sobre o Pronera e o Procampo]]></article-title>
<article-title xml:lang="en"><![CDATA[Field of education: history, practice and challenges in the context of teachers training policies: reflections about Pronera and the Procampo]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación del campo: historia, prácticas y desafíos en el ámbito de las políticas de formación de maestros: reflexiones acerca de lo Pronera y el Procampo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[Mônica C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antunes-Rocha]]></surname>
<given-names><![CDATA[Maria Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>220</fpage>
<lpage>253</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492014000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492014000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492014000200220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo objetiva apresentar reflex&#245;es acerca de parte relevante da hist&#243;ria da Educa&#231;&#227;o do Campo a partir da conquista de duas pol&#237;ticas espec&#237;ficas de forma&#231;&#227;o de educadores: o Programa Nacional de Educa&#231;&#227;o na Reforma Agr&#225;ria, vinculado ao Minist&#233;rio do Desenvolvimento Agr&#225;rio, e o Programa de Apoio &#224; Forma&#231;&#227;o Superior em Licenciatura em Educa&#231;&#227;o do Campo, vinculado ao Minist&#233;rio da Educa&#231;&#227;o. Faz, inicialmente, um r&#225;pido resgate hist&#243;rico da forma&#231;&#227;o de professores na perspectiva da educa&#231;&#227;o rural, apresentando, ap&#243;s, os principais aspectos que integram forma&#231;&#227;o de educadores a partir do Movimento da Educa&#231;&#227;o do Campo. Na sequ&#234;ncia, s&#227;o expostas as estrat&#233;gias de execu&#231;&#227;o dos dois Programas citados, cuja materialidade de origem vincula-se &#224; luta pela terra e pela perman&#234;ncia dos camponeses nela, aliando-se a esta luta novas pr&#225;ticas formativas de educadores do campo. Conclui-se apresentando alguns desafios a serem enfrentados para potencializar os resultados dessas pol&#237;ticas espec&#237;ficas de forma&#231;&#227;o de educadores, a partir dos principais objetivos do Movimento de Educa&#231;&#227;o do Campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article intends to present reflections about an important part of Rural Education history in Brazil, beginning with the achievement of two specific policies for teacher training: the National Education Program in Agrarian Reform, bounded by Ministry of Agrarian Development, and the Program to Support Higher Education for the Degree in Rural Education, under the auspices of Brazilian Ministry of Education. The text presents first of all, a brief historical review of teacher education in the context of Rural Education. Then, are exposed the main aspects that integrate training of educators for Rural Education Movement. The next stage is about the presentation of strategies for implementation of the two programs mentioned, whose materiality origin is related to the struggle for land and the peasants' rights to stay in their territories, allying to the battle, new training practices of educators for rural areas. It concludes presenting some challenges that must be overcome for increase the results of specific policies for training educators, considering the main objectives of Rural Education Movement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo presenta reflexiones sobre parte relevante de la historia de la Educaci&#243;n del Campo como consecuci&#243;n de dos pol&#237;ticas espec&#237;ficas para la formaci&#243;n de maestros: el Programa Nacional de Educaci&#243;n en la Reforma Agraria, adscrita al Ministerio de Desarrollo Agrario e el Programa de Apoio a la Formaci&#243;n Superior en Licenciatura en Educaci&#243;n del Campo, dependiente del Ministerio de Educaci&#243;n. Hace, en principio, una r&#225;pida revisi&#243;n hist&#243;rica de la formaci&#243;n de los educadores desde el punto de vista de la educaci&#243;n rural, y presenta, despu&#233;s, los principales aspectos que integran la formaci&#243;n de los educadores del Movimiento de Educaci&#243;n del Campo. A continuaci&#243;n se presentan las estrategias para la ejecuci&#243;n de los dos programas mencionados, cuya materialidad de origen est&#225; ligada a la lucha por la tierra y al v&#237;nculo y permanencia, en ella, de los campesinos, ali&#225;ndose a estas luchas nuevas pr&#225;cticas de formaci&#243;n para los educadores del campo. Concluye presentando algunos desaf&#237;os que deben ser enfrentados con el objetivo de potencializar los resultados de las pol&#237;ticas espec&#237;ficas para la formaci&#243;n de los educadores, partiendo de los objetivos principales del Movimiento de Educaci&#243;n del Campo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Educadores]]></kwd>
<kwd lng="pt"><![CDATA[Pronera]]></kwd>
<kwd lng="pt"><![CDATA[Procampo]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Training Educators]]></kwd>
<kwd lng="en"><![CDATA[Pronera]]></kwd>
<kwd lng="en"><![CDATA[Procampo]]></kwd>
<kwd lng="es"><![CDATA[Educación Campo]]></kwd>
<kwd lng="es"><![CDATA[Capacitación Educadores]]></kwd>
<kwd lng="es"><![CDATA[Pronera]]></kwd>
<kwd lng="es"><![CDATA[Procampo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
