<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100215</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698216229</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO DOS POVOS DO CAMPO NO BRASIL: COLONIALIDADE/MODERNIDADE E URBANOCENTRISMO]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION OF RURAL PEOPLE IN BRAZIL: COLONIALITY / MODERNITY AND URBANOCENTRISM]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN DE LOS PUEBLOS DEL CAMPO EM BRASIL: COLONIALIDAD / MODERNIDAD Y URBANOCENTRISMO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FARIAS]]></surname>
<given-names><![CDATA[MAGNO NUNES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FALEIRO]]></surname>
<given-names><![CDATA[WENDER]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As forças da colonialidade e modernidade se constituem a partir da colonização da América, suas bases são intrínsecas ao urbanocentrismo, que se constrói sob a égide da civilidade, pautado nas dicotomias entre o urbano-superior e o rural-inferior. Nesse processo histórico os povos do campo sofreram e sofrem a ferida colonial pela colonialidade do poder, do saber, do ser e da Natureza. Estruturam-se formas de subalternização dos sujeitos camponeses, os deslegitimando de enunciação epistêmica, econômica, cultural e social na constituição do Brasil. Isso reflete na construção da educação escolar brasileira, que ao longo da história esteve sob o critério urbanocêntrico/colonial/moderno, (re) produzindo relações de inferiorização das mulheres e homens do campo, tendo suas marcas desde a constituição da educação colonial até a república atual - o que se denominou aqui de Colonialidade da educação. Nesses percursos existiram e existem movimentos de resistência, como o Movimento de Educação do Campo, caracterizado como fenômeno decolonial insurgente protagonizado pelos povos e movimentos sociais camponeses, e que tem enunciado epistemologias alternativas no enfrentamento e resistência à violência colonial. Coloca-se como emergente o fortalecimento de práticas, conhecimentos e experiências desse projeto decolonial de educação, que tem o potencial de desenvolver novas epistemologias, ontologias e formas de educação institucional e não-institucional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The power of coloniality and modernity are constituted by the colonization movements of America, their bases are intrinsic to urbanocentrism, which is built on the aegis of civility, and based on the constructions of dichotomies between urban-superior and rural-inferior. In this historical process the people of the countryside suffered and suffer the colonial wound through the coloniality of power, knowledge, being and Nature. Ways of subordination of countryside&#8217;s people are structured, delegitimizing them of epistemic, economic, cultural and social enunciation at the constitution of Brazil. This reflects on construction of Brazilian school education, which has always been under the urban / colonial / modern sieve, (re) producing relationships of inferiority among the rural women and men, having its marks from the constitution of colonial education to the current republic - that was called here as Coloniality of education. In these paths there were and there are resistance moviments, such as the Countryside Education Moviment, characterized as an insurgent decolonial phenomenon starred by the people and social movements of the countryside, and that has enunciated alternative epistemologies in the confrontation and resistance to colonial violence. It is emergent the strengthening of practices, knowledge and experiences of this decolonial project of education, which has the potential to develop new epistemologies, ontologies and forms of institutional and non-institutional education]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Las fuerzas de la colonialidad y la modernidad se forman a partir de la colonización de América, sus bases son intrínsecas al urbancentrismo, que se basa en la égida de la civilidad, basada en las dicotomías entre el urbano-superior y el rural-inferior. En este proceso histórico, la gente del campo sufrió y sufre la herida colonial por la colonialidad del poder, del conocimiento, del ser y de la naturaleza. Las formas de subordinación de los sujetos campesinos están estructuradas, ellas deslegitimán sus expresiones epistémica, económica, cultural y social en la constitución de Brasil. Esto se refleja en la construcción de la educación escolar brasileña, que a lo largo de la historia ha estado bajo el criterio urbano / colonial / moderno, (re) produciendo relaciones de inferiorización de mujeres y hombres rurales, teniendo sus marcas desde la constitución de la educación colonial hasta la república - lo que aquí se llama la Colonialidad de la educación. En estos caminos hubo y hay movimientos de resistencia, como el Movimiento de Educación del Campo, caracterizado como un fenómeno decolonial insurgente llevado a cabo por los pueblos y los movimientos sociales campesinos, y que ha enunciado epistemologías alternativas en la confrontación y resistencia a la violencia colonial. Es emergente el fortalecimiento de las prácticas, los conocimientos y las experiencias de este proyecto de educación decolonial, que tiene el potencial de desarrollar nuevas epistemologías, ontologías y formas de educación institucional y no institucional]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[colonialidade]]></kwd>
<kwd lng="pt"><![CDATA[urbancentrismo]]></kwd>
<kwd lng="pt"><![CDATA[educação rural]]></kwd>
<kwd lng="pt"><![CDATA[educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="en"><![CDATA[coloniality]]></kwd>
<kwd lng="en"><![CDATA[urbancentrismo]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[field education]]></kwd>
<kwd lng="en"><![CDATA[decoloniality]]></kwd>
<kwd lng="es"><![CDATA[colonialidad]]></kwd>
<kwd lng="es"><![CDATA[urbancentrismo]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[educación del campo]]></kwd>
<kwd lng="es"><![CDATA[decolonialidad]]></kwd>
</kwd-group>
</article-meta>
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