<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000300202</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i42.6279</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CRUZAMENTOS E DISSOCIAÇÕES ENTRE A EDUCAÇÃO RURAL E A EDUCAÇÃO DO CAMPO: UM ESTUDO DA COLEÇÃO DIDÁTICA &#8220;CAMPO ABERTO&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[CROSSINGS AND DISSOCIATIONS BETWEEN RURAL AND COUNTRYSIDE EDUCATION: A STUDY OF THE &#8220;CAMPO ABERTO&#8221; DIDACTIC SERIES]]></article-title>
<article-title xml:lang="es"><![CDATA[INTERSECCIONES Y DIFERENCIAS ENTRE LA EDUCACIÓN RURAL Y LA EDUCACIÓN DEL CAMPO: UN ESTUDIO DE LA COLECCIÓN DIDÁCTICA &#8220;CAMPO ABERTO&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Willia Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Francisco Vieira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Simone Maria da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Semi-Árido  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural do Semi-Árido  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Rural do Semi-Árido  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>42</numero>
<fpage>382</fpage>
<lpage>405</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000300202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000300202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000300202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo tem como objetivo analisar os principais cruzamentos e dissociações entre a educação do campo e a educação rural, com vistas a problematizar um possível processo histórico de modificação da educação rural para a educação do campo, a partir do estudo dos livros didáticos do 1°, 2° e 3° anos do ensino fundamental da coleção &#8220;Campo Aberto&#8221;, instituído pelo Plano Nacional do Livro Didático do Campo (PNLD Campo), em 2016. Para tanto, a pesquisa pauta-se teoricamente nas reflexões de Arroyo, Caldart e Molina (2011), Freitas (2012), Calazans, Castro e Silva (1981), Leite (2002) e Rodrigues (2009), dentre outros. Do ponto de vista metodológico, trata-se de um estudo descritivo-interpretativo de natureza documental, haja vista a análise dos livros didáticos, os quais são documentos que ainda não passaram por um crivo analítico. A análise aponta que os cruzamentos repousam em determinados tratamentos ofertados pelos livros da coleção didática que desconsideram as particularidades dos sujeitos do campo. Já as dissociações ocorrem quando se reconhecem as expressões culturais e a identidade dos povos campesinos como aspectos relevantes na consecução de uma educação do campo em sua integridade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research aims to analyze the main crossings and dissociations between countryside and rural education. We intend to discuss a possible historical modification process from the rural to countryside education starting from studies of the &#8220;Campo Aberto&#8221; didactic series of the 1st, 2nd and 3rd grade in the elementary school, incorporated by the National Plan of the Didactic Countryside Book - PNLD Campo, 2016 (Brazilian textbook program). Our theoretical support is justified in the reflections of Arroyo, Caldart and Molina (2011), Freitas (2012), Calazans, Castro and Silva (1981), Leite (2002) and Rodrigues (2009), among others. From our methodology&#8217;s point of view, this is a descriptive-interpretative research with documental character due to the analysis of the didactic books, which are documents that have not been under an analytic sieve. The results point out that the crossings lie in certain treatments offered by the book collection that disregard the particularities of the countryside individuals. As to the dissociations, they occur when is possible to recognize cultural expressions and identities of the countryside people, such as relevant aspects in the consecution of a country education on its own integrity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio tiene como objetivo analizar las principales intersecciones y diferencias entre la educación del campo y la educación rural, con la finalidad de problematizar el posible proceso histórico de modificación de la educación rural para la educación del campo, a partir del estudio de los libros didácticos de 1°, 2° y 3 años de la educación primaria de la colección &#8220;Campo Aberto&#8221;, instituido por el Plan Nacional del Libro Didáctico del Campo PNLD Campo), en 2016. Para este propósito, la investigación se sustenta teóricamente en las reflexiones de Arroyo, Caldart y Molina (2011), Freitas (2012), Calazans, Castro y Silva (1981), Leite (2002) y Rodrigues (2009), entre otros. Desde un punto de vista metodológico, este es un estudio descriptivo-interpretativo de naturaleza documental de los libros didácticos, debido a la escasa existencia de trabajos previos. El análisis señala que las intersecciones descansan en ciertos modos de expresiones usados en los libros de la colección didáctica que ignoran las particularidades de los sujetos del campo. Las diferencias, por otro lado, ocurren cuando las expresiones culturales y la identidad de los pueblos campesinos se reconocen como aspectos relevantes en el logro de una educación rural en su totalidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação rural]]></kwd>
<kwd lng="pt"><![CDATA[Educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[Livro didático.]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Countryside Education]]></kwd>
<kwd lng="en"><![CDATA[Didactic Book.]]></kwd>
<kwd lng="es"><![CDATA[Educación rural]]></kwd>
<kwd lng="es"><![CDATA[Educación campo]]></kwd>
<kwd lng="es"><![CDATA[Libro didáctico.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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