<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442009000100013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de infâncias ledoras-escrevedoras: desafios da Escola do Campo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gehrke]]></surname>
<given-names><![CDATA[Marcos]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,Universidade Nacional de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<volume>34</volume>
<numero>01</numero>
<fpage>195</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442009000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442009000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442009000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho insere-se no contexto e no debate da Educação do Campo no Brasil desde os movimentos sociais e apresenta uma atividade de pesquisa realizada pelo Curso de Pedagogia da Terra, parceria entre a Universidade Estadual do Rio Grande do Sul - UERGS e o Instituto Técnico de Capacitação e Pesquisa da Reforma Agrária - ITERRA, junto às Escolas do Campo sobre as práticas de leitura e escrita desenvolvidas nas mesmas e com elas e sobre elas, estabelece um conjunto de análises sobre a função social da leitura e escrita na perspectiva da formação de sujeitos ledores-escrevedores no contexto do campo. Traz como referência teórica básica: Caldart, Freire, Kaufman e Rodrigues, Kleiman e Soares. Apresenta ainda, nesta perspectiva, a prática de ler, escrever e trocar cartas da Escola Municipal Irmão Cirilo do Assentamento Missões de Francisco Beltrão, Paraná, a qual considerou-se relevante e transgressora no sentido da formação humana pretendida, fechando com os desafios que pedagogos têm e precisam assumir no trato com a leitura e a escrita na Escola do Campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article focuses on the debate of the Rural/Country Education in Brazil since the social movements; it also presents a research activity conducted by the Field Pedagogy Course, a partnership between the Universidade Estadual do Rio Grande do Sul - UERGS (State University) and the Instituto Técnico de Capacitação e Pesquisa da Reforma Agrária - ITERRA (Institute for Training and Research of the Agrarian Reform), with the Rural/Country Schools about the development in reading and writing practices within and about them, it establishes a series of analysis on the reading and writing social function for the individuals training preparation in the field. The basic bibliographic references are: Caldart, Freire, Kaufman, Rodrigues, Kleiman and Soares. In addition, with the same perspective, the practice of reading, writing and exchanging letters with Escola Municipal Irmão Cirilo do Assentamento Missões de Francisco Beltrão (Municipal School), Paraná, whose was considered transgressive and relevant in sense of the desired human training. To summarize, the challenges that Pedagogy teachers have to assume when dealing with reading and writing techniques at the Rural/Country School are described.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Ledores- Escrevedores]]></kwd>
<kwd lng="en"><![CDATA[Country Schools]]></kwd>
<kwd lng="en"><![CDATA[Schools]]></kwd>
<kwd lng="en"><![CDATA[Readers]]></kwd>
<kwd lng="en"><![CDATA[Writers]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Forma&ccedil;&atilde;o  de inf&acirc;ncias ledoras-escrevedoras: desafios da Escola do Campo.</h2>     <p>&nbsp;</p> <h4>Marcos  Gehrke</h4> </font>      ]]></body>
</article>
