<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492025000100110</article-id>
<article-id pub-id-type="doi">10.26694/rles.v29i59.5950</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A EDUCAÇÃO DO/NO CAMPO: ANÁLISE DAS MÚLTIPLAS ESFERAS NAS POLÍTICAS EDUCACIONAIS NA AMAZÔNIA]]></article-title>
<article-title xml:lang="en"><![CDATA[RURAL EDUCATION: ANALYSIS OF MULTIPLE SPHERES IN EDUCATIONAL POLICIES IN THE AMAZON]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN RURAL: ANÁLISIS DE MÚLTIPLES ÁMBITOS EN LAS POLÍTICAS EDUCATIVAS EN LA AMAZONÍA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Soliana de Souza e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcelle Nogueira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Heloisa da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492025000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492025000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492025000100110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo geral analisar o papel do trabalho docente e a influência do Estado e da sociedade civil nas políticas educacionais na Amazônia. Trata-se de uma Pesquisa Bibliográfica, de natureza Qualitativa, ancorada nos estudos de Arroyo (1999); Caldart (2002, 2012), Hage (2005ab); Prazeres e Carmo (2011, 2015), Souza, Borges e Nascimento (2024) entre outros autores. Os resultados apontam que as políticas educacionais para o campo amazônico se materializada nas correlações de forças antagônicas entre o Estado brasileiro e a pressão, atuação e organização da classe trabalhadora camponesa em luta coletiva, pois a Educação do Campo tem desenvolvido inúmeras articulações, com participação dos movimentos e sindicais camponeses, organizações sociais populares do campo, universidades públicas, grupos comunitários e a diversidade de sujeitos sócio-históricos que se mobilizam em defesa dos direitos educacionais das populações campesinas. Conclui-se que a educação do/no campo na Amazônia é a manifestação da luta dos trabalhadores e trabalhadoras do campo, que colocaram as políticas educacionais na agenda do Estado brasileiro. Embora o momento histórico aponte para a ofensiva do capital sobre o trabalho, sobre os trabalhadores, educação e as políticas já conquistas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to analyze the role of teaching work and the influence of the state and civil society in educational policies in the Amazon. It is a Bibliographical Research, of Qualitative nature, anchored in the studies of Arroyo (1999); Caldart (2002, 2012), Hage (2005ab); Prazeres e Carmo (2011, 2015), Souza, Borges and Nascimento (2024) among other authors. The results show that the educational policies for the Amazon countryside materialized in the correlations of antagonistic forces between the Brazilian state and the pressure, action and organization of the peasant working class in collective struggle, because Education in the Countryside has developed numerous articulations, with the participation of peasant movements and unions, popular social organizations in the countryside, public universities, community groups and the diversity ofhistorical that mobilize in defense of the educational rights of the peasant populations. It is concluded that the education of/in the field in the Amazon is a manifestation of the struggle of workers and rural workers, who put educational policies on the agenda of the Brazilian state. Although the historical moment points to the offensive of capital on labor, on workers, education and policies already achievements.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo general analizar el papel del trabajo docente y la influencia del Estado y de la sociedad civil en las políticas educativas en la Amazonía. Se trata de una Investigación Bibliográfica, de naturaleza Cualitativa, anclada en los estudios de Arroyo (1999); Caldart (2002, 2012), Hage (2005ab); Prazeres e Carmo (2011, 2015), Souza, Borges e Nascimento (2024) entre otros autores. Los resultados indican que las políticas educativas para el campo amazónico se materializaron en las correlaciones de fuerzas antagónicas entre el Estado brasileño y la presión, actuación y organización de la clase trabajadora campesina en lucha colectiva, pues la Educación del Campo ha desarrollado numerosas articulaciones, con la participación de los movimientos y sindicatos campesinos, organizaciones sociales populares del campo, universidades públicas, grupos comunitarios y la diversidad de sujetos socio-históricos que se movilizan en defensa de los derechos educativos de las poblaciones campesinas. Se concluye que la educación del/en el campo en la Amazonía es la manifestación de la lucha de los trabajadores y trabajadoras del campo, que han puesto las políticas educativas en la agenda del Estado brasileño. Aunque el momento histórico apunta a la ofensiva del capital sobre el trabajo, sobre los trabajadores, la educación y las políticas ya se han logrado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação no Campo]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Amazônia]]></kwd>
<kwd lng="pt"><![CDATA[Estado]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade Civil.]]></kwd>
<kwd lng="en"><![CDATA[Education in the Field]]></kwd>
<kwd lng="en"><![CDATA[Teaching Work]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Amazon]]></kwd>
<kwd lng="en"><![CDATA[State]]></kwd>
<kwd lng="en"><![CDATA[Civil Society.]]></kwd>
<kwd lng="es"><![CDATA[Educación en el campo]]></kwd>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Amazonia]]></kwd>
<kwd lng="es"><![CDATA[Estado]]></kwd>
<kwd lng="es"><![CDATA[Sociedad civil.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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