<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062015000200312</article-id>
<article-id pub-id-type="doi">10.2015/maio.ago.v25n49.009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reflexões Sobre a Educação do Campo na Perspectiva Pedagógica da Indignação]]></article-title>
<article-title xml:lang="en"><![CDATA[Thoughts on Rural Education in Pedagogical Perspective of Indignation]]></article-title>
<article-title xml:lang="es"><![CDATA[Reflexiones Sobre la Educación del Campo en la Perspectiva Pedagógica de la Indignación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Vilson Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beck]]></surname>
<given-names><![CDATA[Fábio Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Francinaide de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Norte de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Salinas Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>25</volume>
<numero>49</numero>
<fpage>312</fpage>
<lpage>325</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062015000200312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062015000200312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062015000200312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O direito &#224; educa&#231;&#227;o tem sido considerado passaporte dos cidad&#227;os &#224; autonomia e &#224; dignidade humana, bem como condi&#231;&#227;o sinequa non da possibilidade de desenvolvimento e crescimento com equidade social e econ&#244;mica de uma na&#231;&#227;o. A uma categoria espec&#237;fica desses cidad&#227;os, no entanto, tem sido negado tal direito a uma educa&#231;&#227;o de qualidade, condizente com sua realidade socioecon&#244;mica e cultural. &#201; o que tem sido manifestado pelas reivindica&#231;&#245;es dos movimentos populares dos meios urbano e rural. As classes populares e, em especial os camponeses, anunciam sua indigna&#231;&#227;o, exigindo um olhar particular dos poderes p&#250;blicos para sua car&#234;ncia educacional ou agindo propositivamente com projetos alternativos, de modo a buscar um ensino adequado a seus objetivos. Neste contexto, pol&#237;ticas p&#250;blicas que atendam a tais reivindica&#231;&#245;es s&#227;o vistas como necess&#225;rias, al&#233;m de enfocarem a forma&#231;&#227;o e a pr&#225;tica transformadora dos agentes mediadores da educa&#231;&#227;o, os docentes. Necess&#225;ria, tamb&#233;m, ser&#225; a constru&#231;&#227;o de curr&#237;culos e de infraestrutura b&#225;sica, dando condi&#231;&#227;o de oferta de um ensino adequado &#224; realidade desses grupos de indiv&#237;duos que ainda n&#227;o foram atendidos na plenitude da sua cidadania.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The right to education has been considered passport to citizens autonomy and human dignity, as well as sine qua non condition to the possibility of development and economic growth and social equity as a nation. A specific category of these citizens, however, has been denied this right to a quality education consistent with their socioeconomic and cultural reality . Such right has been expressed by the claims of popular movements of urban and rural areas. The classes and especially the peasants announce their indignation, demanding a particular look by the public authorities to their lack of education or acting with proposals as alternative projects in order to get a proper education to their goals . Then, the need for public policies to meet such claims are vital, but they should pay attention to the training and teaching practice of transformative mediator agents of education, the teachers. Building resumes and basic infrastructure will also be required to give conditions for offering appropriate education according to the reality of these people who have not yet been full-fledged citizens in society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El derecho a la educaci&#243;n ha sido considerado pasaporte de los ciudadanos para la autonom&#237;a y la dignidad humana, as&#237; como condici&#243;n sine qua non de la posibilidad de desarrollo y crecimiento con equidad social y econ&#243;mica de una naci&#243;n. Sin embargo, a una categor&#237;a espec&#237;fica de estos ciudadanos se les ha negado tal derecho a una educaci&#243;n de calidad, correspondiente con su realidad socioecon&#243;mica y cultural. Es lo que ha sido manifestado por las reivindicaciones de los movimientos populares de los medios urbano y rural. Las clases populares y, en especial los campesinos, anuncian su indignaci&#243;n, exigiendo una mirada particular de los poderes p&#250;blicos para su carencia educacional o una actuaci&#243;n propositiva con proyectos alternativos, a modo de buscar una ense&#241;anza adecuada a sus objetivos. Por tanto, unas pol&#237;ticas p&#250;blicas que atiendan a tales reivindicaciones son vistas como necesarias, adem&#225;s de enfocar la formaci&#243;n y la pr&#225;ctica transformadora de los agentes mediadores de la educaci&#243;n, los docentes. Necesaria, tambi&#233;n ser&#225; la construcci&#243;n de curr&#237;culos y de infraestructura b&#225;sica, dando condici&#243;n de oferta de una ense&#241;anza adecuada a la realidad de estos grupos de individuos que a&#250;n no fueron atendidos en la plenitud de su ciudadan&#237;a.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Society]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Sociedad]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Revista Tempo Brasileiro]]></source>
<year></year>
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<article-title xml:lang="en"><![CDATA[A pesquisa e a formação de intelectuais críticos na pós-graduação em educação.]]></article-title>
<source><![CDATA[Perspectiva]]></source>
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<volume>24</volume>
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<article-title xml:lang="en"><![CDATA[Lições de Freire]]></article-title>
<source><![CDATA[Revista da Faculdade de Educação]]></source>
<year></year>
<volume>23</volume>
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</back>
</article>
