<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602015000100129</article-id>
<article-id pub-id-type="doi">10.1590/0101-4360.39834</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escola Itinerante: espa&#231;o de disputa e contradi&#231;&#227;o]]></article-title>
<article-title xml:lang="en"><![CDATA[Itinerant School: space of dispute and contradiction]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sapelli]]></surname>
<given-names><![CDATA[Marlene Lucia Siebert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste Setor de Humanas, Letras e Artes ]]></institution>
<addr-line><![CDATA[Guarapuava Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>0</volume>
<numero>55</numero>
<fpage>129</fpage>
<lpage>143</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602015000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602015000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602015000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste trabalho &#233; apresentar a experi&#234;ncia de escola feita pelo Movimento dos Trabalhadores Rurais Sem Terra - MST, no Paran&#225;, nos acampamentos, a partir de 2003, culminando com a constru&#231;&#227;o da proposta dos Complexos de Estudo, implementada a partir de 2013. O trabalho foi feito por meio de an&#225;lise de bibliografias e de pesquisa de campo (an&#225;lise documental, entrevistas, participa&#231;&#227;o em processos de forma&#231;&#227;o continuada). Pudemos perceber a constru&#231;&#227;o de uma proposta contra-hegem&#244;nica, produzida num processo de autogest&#227;o da classe trabalhadora, sustentando-se em elementos que exigem altera&#231;&#245;es da forma e do conte&#250;do da escola, bem como, a ruptura com o modelo oficial do Estado. Tamb&#233;m pudemos observar um processo de continuidade e descontinuidade na implementa&#231;&#227;o da proposta. Para discutir e explicitar tais quest&#245;es, organizamos o texto em duas partes: na primeira contextualizamos a cria&#231;&#227;o das escolas itinerantes do Paran&#225; e, a seguir, caracterizamos a suas propostas, especialmente, a partir da implementa&#231;&#227;o da proposta dos Complexos de Estudo, em 2013.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this paper is to present the experience of the school carried out by the Landless Rural Workers Movement, the MST, Paran&#225;, in the encampments, from 2003, culminating in the construction of the proposed Studies Complexes, implemented from 2013. The work was done by bibliographic analysis and field research (document analysis, interviews, participation in continuing education processes). We could notice the construction of a counterhegemonic proposal, produced in a self-management working class process, sustaining it on elements that require changes to the form and content of the school, as well as, the break with the official model of the State. We also observed a process of continuity and discontinuity in the proposal implementation. To discuss and explain these issues, we organized the article into two parts: in the first we contextualise the creation of itinerant schools of Paran&#225; and then we characterise their proposal, especially since the implementation of the proposed Studies Complexes, in 2013. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[MST]]></kwd>
<kwd lng="pt"><![CDATA[Paraná]]></kwd>
<kwd lng="pt"><![CDATA[proposta pedagógica]]></kwd>
<kwd lng="en"><![CDATA[MST]]></kwd>
<kwd lng="en"><![CDATA[Paraná]]></kwd>
<kwd lng="en"><![CDATA[pedagogical proposal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Dossiê MST Escola. Documentos e estudos 1990-2001]]></source>
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<article-title xml:lang="en"><![CDATA[Escola Itinerante do: MST história, projeto e experiências]]></article-title>
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<edition>3. ed.</edition>
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</article>
