<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052020000200183</article-id>
<article-id pub-id-type="doi">10.12957/teias.2020.49776</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A EDUCAÇÃO DO CAMPO COMO POLÍTICA CURRICULAR NAS "AMAZÔNIAS&#8221;: territórios, insurgências e re(existências)]]></article-title>
<article-title xml:lang="en"><![CDATA[RURAL EDUCATION AS A CURRICULUM POLICY IN "AMAZONIA&#8221;: territories, insurgencies and re(stocks)]]></article-title>
<article-title xml:lang="es"><![CDATA[LA EDUCACIÓN DEL CAMPO COMO POLÍTICA CURRICULAR EN "AMAZONIAS&#8221;: territorios, insurgencias y re(acciones)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Jéssica Rochelly da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Kátia Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>21</volume>
<numero>61</numero>
<fpage>183</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000200183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta a educação do campo como política curricular nas "Amazônias&#8221;, discutindo a educação do campo não somente como território que se encerra na geografia do país, mas nas "Amazônias&#8221;, por se tratar de uma analogia a um campo complexo, híbrido, conflituoso e com demandas e disputas constantemente em jogo. Objetivamos compreender quais são as apostas e investimentos que os docentes fazem nos processos de traduzir e produzir contextualmente as políticas de educação do campo em tempos de centralização curricular. Com base em Laclau e Mouffe (2015), analisamos os sentidos das políticas, dos currículos, da educação do campo nas atuais políticas curriculares, seus territórios, os conflitos e suas formas de re(existir) à tentativa de centralização curricular expressas por uma Base Nacional Comum Curricular (BNCC). Os nossos resultados apontam que os discursos de qualidade fundamentam uma base universalizante, a BNCC, esta que intenta sobre a demarcação de um espaço limitado para a manifestação das diferenças nos currículos e nas políticas das escolas do campo. Concluímos que, embora impere a centralização curricular nas atuais políticas curriculares, a educação do campo quando pensada alusivamente às "Amazônias&#8221;, repensa o campo conflituoso e tensões em que está inserida, e o sentido histórico e político de construção desse termo reclama pelo reconhecimento da diferença nas políticas, nos currículos. Portanto, atualmente apostamos na tradução e na produção contextual dos currículos e da política para a educação do campo, constituídas a partir de demandas e dos investimentos radicais que os docentes tensionam, movimentam, re(existem) e defendem no cotidiano das escolas do campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents rural education as a curricular policy in the "Amazonias&#8221;, discussing Rural Education not only as a territory that ends in the country's geography, in the "Amazonias&#8221; because it is an analogy to a complex field, hybrid, conflicted and with demands and disputes constantly at stake. We aim to understand what are the bets and investments that teachers make in the processes of translating and producing contextual policies of rural education in times of curricular centralization. Based on Laclau and Mouffe (2015), we analyze the meanings of policies, of curricula, of Rural Education, current curriculum policies, their territories, conflicts and their ways of re (existing) the attempt to centralize curricula expressed by a Common National Curriculum Base (CNCB). Our results show that, quality speeches support a universal base, CNCB, the latter intends on the demarcation of a limited space for the manifestation of differences in the curricula and policies of rural schools. We concluded that, although curriculum centralization prevails in current curriculum policies, rural education, when thought allusively to "Amazonias&#8221;, the conflicting field and tensions in which it is inserted are rethought, the historical and political sense of construction of this term demands recognition of the difference in policies, in the curricula. Therefore, we currently bet on translation and contextual production of curricula and policy for rural education, constituted from demands and radical investments that teachers intend, move, re (exist) and defend in the daily life of rural schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta la educación rural como una política curricular en las "Amazonas&#8221;, discutiendo la educación rural no solo como un territorio que termina en la geografía del país, en las "Amazonas&#8221; porque es una analogía de un campo complejo, híbrido y conflictivo. y con demandas y disputas constantemente en juego. Nuestro objetivo es comprender cuáles son las apuestas e inversiones que los docentes hacen en los procesos de traducción y producción de políticas contextuales de educación rural en tiempos de centralización curricular. Con base en Laclau y Mouffe (2015), analizamos los significados de las políticas, los planes de estudio, la educación rural, en las políticas curriculares actuales, sus territorios, conflictos y sus formas de re(existir) el intento de centralizar los planes de estudio expresados por un Base Común del Plan de Estudios Nacional (BCPN). Nuestros resultados indican que, los discursos de calidad respaldan una base universal, el BCPN, que tiene la intención de demarcar un espacio limitado para la manifestación de diferencias en los planes de estudio y las políticas de las escuelas rurales. Llegamos a la conclusión de que, aunque la centralización curricular prevalece en las políticas curriculares actuales, la educación del campo cuando se piensa alusivamente a las "Amazonias&#8221;, el campo conflictivo y las tensiones en las que se inserta se repensan, el sentido histórico y político de construcción de este término exige el reconocimiento de la diferencia en políticas, en currículos. Por lo tanto, actualmente apostamos por la traducción y la producción contextual de planes de estudio y políticas para la educación rural, constituidos a partir de demandas e inversiones radicales que los docentes pretenden, mueven, re(existen) y defienden en la vida cotidiana de las escuelas rurales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[política curricular]]></kwd>
<kwd lng="pt"><![CDATA[diferença]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[curriculum policy]]></kwd>
<kwd lng="en"><![CDATA[difference]]></kwd>
<kwd lng="es"><![CDATA[educación del campo]]></kwd>
<kwd lng="es"><![CDATA[política curricular]]></kwd>
<kwd lng="es"><![CDATA[diferencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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