<?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>S1981-81062015000200326</article-id>
<article-id pub-id-type="doi">10.2015/maio.ago.v25n49.010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Educação do Campo em Debate: experiências de luta!]]></article-title>
<article-title xml:lang="en"><![CDATA[Field Education in Debate: experiences of fight!]]></article-title>
<article-title xml:lang="es"><![CDATA[La Educación del Campo en Debate: ¡experiencias de lucha!]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossi]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furlanetti]]></surname>
<given-names><![CDATA[Maria Peregrina de Fatima Rotta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Presidente Prudente São Paulo]]></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>326</fpage>
<lpage>339</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062015000200326&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062015000200326&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062015000200326&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho problematizamos a educa&#231;&#227;o do campo enquanto potencialidade para uma maior participa&#231;&#227;o das fam&#237;lias dos educandos/as na organiza&#231;&#227;o e cotidiano de escolas em assentamentos rurais. Em muitos casos, padr&#245;es educacionais urbanos s&#227;o reproduzidos acriticamente no territ&#243;rio campon&#234;s. Assim, a escola se torna um elemento alienado e alienante perante seu contexto espacial e de luta dos assentamentos. Partimos de nossa experi&#234;ncia investigativa com a Escola Educador Paulo Freire localizada no assentamento Rodeio, na cidade de Presidente Bernardes/SP, para problematizar a necessidade de espa&#231;os de di&#225;logo como f&#243;runs sobre educa&#231;&#227;o do campo e reuni&#245;es coletivas com a comunidade escolar, a fim de que a escola seja, efetivamente, daquela popula&#231;&#227;o camponesa, constru&#237;da e organizada de acordo com as demandas desse local. &#201; nesse sentido que a comunica&#231;&#227;o e a forma&#231;&#227;o de canais de di&#225;logo para que a comunidade possa se expressar e ter a possibilidade de participar da escola s&#227;o pr&#225;ticas fundamentais a serem discutidas numa prerrogativa que se baseia numa postura democr&#225;tica de escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper approached the question the field education as a potentiality for greater participation of the families of students in the organization and daily life of schools in rural settlements. In many cases, urban educational standards are reproduced uncritically on peasant territory. Thus, the school becomes an alienated and alienating element before its spatial context and struggle of the settlements. The work is based in the investigative experience in Paulo Freire' Educator School, located in the settlement Rodeo in the Presidente Bernardes City, in S&#227;o Paulo State. To discuss the need for dialogue as forums on the field education and collective meetings with the school community, so that the school is effectively that peasant population, built and organized according to the demands of this location and territory. In this sense, communication and the construction of channels that care about dialogue so that the community can express themselves and be able to attend the school, are fundamental issues to be discussed at a prerogative which is based on democratic posture of the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este trabajo problematizamos la educaci&#243;n del campo en cuanto potencialidad para una mayor participaci&#243;n de las familias de los educandos/as en la organizaci&#243;n y cotidiano de escuelas en asentamientos rurales. En muchos casos, patrones educacionales urbanos se reproducen acr&#237;ticamente en el territorio campesino. As&#237;, la escuela se vuelve un elemento alienado y alienante frente al contexto espacial y de lucha de los asentamientos. Partimos de nuestra experiencia investigativa con la Escuela Educador Paulo Freire, localizada en el asentamiento Rodeio, en la ciudad de Presidente Bernardes/SP, para problematizar la necesidad de espacios de di&#225;logo como f&#243;rums sobre educaci&#243;n del campo y reuniones colectivas con la comunidad escolar, a fin de que la escuela de aquella poblaci&#243;n campesina sea, efectivamente, construida y organizada de acuerdo con las demandas de ese local. Es en este sentido que la comunicaci&#243;n y la formaci&#243;n de canales de di&#225;logo para que la comunidad pueda expresarse y tener la posibilidad de participar de la escuela son pr&#225;cticas fundamentales a ser discutidas en una prerrogativa que se basa en una postura democr&#225;tica de escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Organização Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Luta]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Field Education]]></kwd>
<kwd lng="en"><![CDATA[School Organization]]></kwd>
<kwd lng="en"><![CDATA[Struggle]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Educación del Campo]]></kwd>
<kwd lng="es"><![CDATA[Organización Escolar]]></kwd>
<kwd lng="es"><![CDATA[Lucha]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERNANDES]]></surname>
<given-names><![CDATA[B. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Questão Agrária: conflitualidade e desenvolvimento territorial.]]></article-title>
<source><![CDATA[Revista Nera]]></source>
<year></year>
<volume>7</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1-57</page-range><publisher-loc><![CDATA[Presidente Prudente, SP ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
