<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442017000300505</article-id>
<article-id pub-id-type="doi">10.5902/1984644426513</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comunidades profesionales de aprendizaje: oportunidades de desarrollo profesional en la exclusión y diversidad rural]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional Communities for Learning: opportunities of professional development in the exclusion and rural diversity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galaz]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta]]></surname>
<given-names><![CDATA[Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile Instituto de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral de Chile Instituto de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Libre  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>505</fpage>
<lpage>519</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442017000300505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442017000300505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442017000300505&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumem Las recientes iniciativas oficiales dirigidas al profesor buscan impregnar de nuevos principios, estrategias e instrumentos su desempe&#241;o. Pero se trata de significados que buscan desplegarse sobre contextos diversos, colmados de tradiciones que no necesariamente pueden ser coinciden tes o abiertamente permeables y que de no ser considerados podr&#237;an generar resistencias que obstaculicen el cambio deseado y posterguen los anhelos de contar con reales oportunidades de aprendizaje. En par ticular, el desarrollo de la escuela y del profesor rural requiere estrate gias ambiciosas, que tomando distancia de coordenadas de oposici&#243;n urbano-rural y de un enfoque del d&#233;ficit consideren la complejidad de las din&#225;micas territoriales, multiculturales y ling&#252;&#237;sticas. Sobre la base de un an&#225;lisis cr&#237;tico-descriptivo este art&#237;culo aborda los elementos configurativos del desempe&#241;o del profesor rural y eval&#250;a los alcances te&#243;rico-pr&#225;cticos de una estrategia de Comunidades Profesionales de Aprendizaje. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Chile, the policy for professional development seeks to confer a new basis, strategies and tools to the performance of schools and the tea chers&#8217; labor. It is related to new concepts and meanings to be applied in different contexts, full of tradition, which not necessarily are the same or open, and if not consider could generate some obstacles for the desire change and which may also interfere with the goal of having real development opportunities. In particular, the development of ru ral schools and teachers requires ambitious strategies considering the urban-rural opposition and responding appropriately to the difficult dynamics of territory, multiculturalism and linguistics. Through a cri tical-descriptive analysis this paper reviews the elements shaping the development of a rural school teacher and evaluates the consequences of the application of Professional Communities for Learning from the policy for professional teachers&#8217; development. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Profesor]]></kwd>
<kwd lng="es"><![CDATA[Escuela Rural]]></kwd>
<kwd lng="es"><![CDATA[Política]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Identidad Profesional]]></kwd>
<kwd lng="en"><![CDATA[Rural School]]></kwd>
<kwd lng="en"><![CDATA[Policy]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Professional Identity]]></kwd>
</kwd-group>
</article-meta>
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