<?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>S0102-46982020000100292</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698234776</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLAS DO CAMPO E INFRAESTRUTURA: ASPECTOS LEGAIS, PRECARIZAÇÃO E FECHAMENTO]]></article-title>
<article-title xml:lang="en"><![CDATA[RURAL AREA SCHOOLS AND INFRASTRUCTURE: LEGAL ASPECTS, PRECARIOUSNESS AND CLOSURE]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELAS EN CONTEXTOS RURALES E INFRAESTRUCTURA: ASPECTOS LEGALES, PRECARIZACIÓN Y CIERRE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANDRADE]]></surname>
<given-names><![CDATA[FRANCISCA MARLI RODRIGUES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[MARCELA PEREIRA MENDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Santo Antonio de Pádua RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Santo Antonio de Pádua RJ]]></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=S0102-46982020000100292&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100292&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100292&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A efetivação do direito à educação do campo para as comunidades campesinas compreende grandes desafios, os quais perpassam desde os aspectos pedagógicos até a infraestrutura. Em função desses desafios, esta pesquisa tem por objetivo apresentar a realidade de três escolas do campo localizadas no Noroeste Fluminense, estado do Rio de Janeiro. Concretamente, analisamos as condições infraestruturais dessas escolas, com base em três categorias analíticas: infraestrutura arquitetônica; infraestrutura básica; e equipamentos. Metodologicamente, a pesquisa está pautada no enfoque qualitativo de caráter exploratório. O processo de coleta de dados aconteceu no período entre 2015 e 2019, por meio da observação-participante, em decorrência das vivências pedagógicas realizadas nas três escolas. Os dados coletados a partir dessas vivências foram sistematizados em um diário de campo e, posteriormente, analisados com base nas políticas públicas de educação. Enquanto principais resultados da pesquisa, evidenciamos a negligência do poder público no cumprimento dos padrões mínimos de infraestrutura das escolas. Na sequência, tal poder utiliza o argumento da precarização, enquanto justificativa, para colocar em prática uma política criminosa de fechamento de escolas do campo. Essa política não é um fenômeno isolado do contexto estudado, reflete, portanto, a realidade nacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The enforcement of the right to Rural area Education for peasant communities comprises major challenges, which go through the pedagogical aspects of the infrastructure. Due to these challenges, the basic aim of this article is to present the reality of three rural schools located in Northwestern, of the State of Rio de Janeiro - Brazil. In practical terms, we analyzed the infrastructural conditions of these schools based on three analytical categories: architectural infrastructure; basic infrastructure; and equipment. The data collection process took place between 2015 and 2019, through participant observation as part of the pedagogical experiences carried out in the three schools. As the main results, we highlight the gross negligence of the public authorities on compliance with the minimum infrastructure standards of schools. Subsequently, such power uses the precariousness argument as their excuse to put into practice a criminal policy of rural schools closure. This policy is not an isolated phenomenon from the studied context. It therefore reflects the national reality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La concretización del derecho a la educación en contextos rural para las comunidades campesinas comprende desafíos importantes, los cuales pasan desde los aspectos pedagógicos hasta la infraestructura. Debido a estos desafíos, esta investigación tiene como objetivo presentar la realidad de tres escuelas rurales ubicadas en el Noroeste del estado de Rio de Janeiro - Brasil. Específicamente, analizar las condiciones de la infraestructura de estas escuelas, en base a tres categorías analíticas: infraestructura arquitectónica; infraestructura básica; y equipos electrónicos. Metodológicamente, la investigación se basa en un enfoque cualitativo exploratorio. El proceso de recopilación de los datos tuvo lugar entre los años de 2015 y 2019, a través de la observación participante, como resultado de las experiencias pedagógicas llevadas a cabo en las tres escuelas. Los datos recopilados a partir de las experiencias fueron sistematizados en un diario de campo y, por lo tanto, analizados con base en las políticas públicas de educación. En cuanto a los resultados principales de la investigación, se destaca la negligencia de las autoridades públicas al cumplir con los estándares mínimos de infraestructura de las escuelas. Posteriormente, dichas autoridades utilizan el argumento de la precariedad, como justificación, para poner en práctica una política criminal de cierre de escuelas rurales. Esta política no es un fenómeno aislado del contexto estudiado, refleja, por lo tanto, la realidad nacional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escolas do campo]]></kwd>
<kwd lng="pt"><![CDATA[infraestrutura]]></kwd>
<kwd lng="pt"><![CDATA[precarização]]></kwd>
<kwd lng="pt"><![CDATA[fechamento]]></kwd>
<kwd lng="en"><![CDATA[Rural area schools]]></kwd>
<kwd lng="en"><![CDATA[infrastructure]]></kwd>
<kwd lng="en"><![CDATA[precariousness]]></kwd>
<kwd lng="en"><![CDATA[closure]]></kwd>
<kwd lng="es"><![CDATA[Escuelas en contextos rurales]]></kwd>
<kwd lng="es"><![CDATA[infraestructura]]></kwd>
<kwd lng="es"><![CDATA[precariedad]]></kwd>
<kwd lng="es"><![CDATA[cierre]]></kwd>
</kwd-group>
</article-meta>
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