<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras .Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782014000400013</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782014000900013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação do MST e crise do paradigma moderno de ciência]]></article-title>
<article-title xml:lang="en"><![CDATA[Brazil's landless rural workers' movement (MST) education and the crisis of the modern science paradigm]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación del mst y crisis del paradigma moderno de ciencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[Rui Gomes de Mattos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Gisele Wanessa do]]></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[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>19</volume>
<numero>59</numero>
<fpage>1077</fpage>
<lpage>1099</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782014000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782014000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782014000400013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Analisamos o princ&#237;pio da altern&#226;ncia adotado pelo Programa Nacional de Educa&#231;&#227;o na Reforma Agr&#225;ria (PONERA) nas pr&#225;ticas pedag&#243;gicas do MST- assumindo-se que tais pr&#225;ticas interpelam a tentativa do pragmatismo de harmoniza&#231;&#227;o entre indiv&#237;duo. O intuito foi o de perceber como esse princ&#237;pio pode fazer emergirem sujeitos "criativos". A metodologia articula Maingueneau, Laclau e Mesquita. Constru&#237;mos quatro categorias (eleva&#231;&#227;o de pot&#234;ncia; necessidade de rela&#231;&#227;o com os meios institu&#237;dos; tens&#227;o com esses meios; desejo ideol&#243;gico de universaliza&#231;&#227;o) e tr&#234;s dimens&#245;es anal&#237;ticas (metodologia; espacialidade; finalidade). Com essa metodologia, analisamos dois documentos do MST (um p&#250;blico e outro de circula&#231;&#227;o interna ao Movimento), quatro entrevistas (militantes 1, 2 e 3 do MST e uma professora universit&#225;ria), assim como artigos cient&#237;ficos de intelectuais org&#226;nicos ao Movimento. Conclu&#237;mos que conduzir criativamente a experi&#234;ncia significa romper com a no&#231;&#227;o de cumulatividade na formula&#231;&#227;o de princ&#237;pios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We have analyzed the principle of alternation in the MST pedagogical practices, adopted by the National Program of Education in Agrarian Reform, in order to know - assuming those practices interpolate the attempt of pragmatism to harmonize individuals and society - how this principle can produce "creative" individuals. The methodology articulates Maingueneau, Laclau and Mesquita. We have built four categories (power elevation; necessity of establishing relations with institutional milieus; tension with these milieus; ideological desire of universalization) and three analytical dimensions (methodology; spatiality; finality). Within this methodology, we have analyzed two MST documents (one public and one restricted to MST), four interviews (3 members and a teacher), as well as scientific articles by intellectuals involved with MST. We have concluded that to conduct creatively the experience means to break with the cumulative notion of principles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Hemos analizado el principio de alternancia en las pr&#225;cticas pedag&#243;gicas del Movimento dos Trabalhadores Rurais Sem Terra (MST),adoptado en el Programa Nacional de la Reforma Agraria, a fin de identificar -asumiendo que dichas pr&#225;cticas cuestionan el intento del pragmatismo de armonizaci&#243;n entre individuo y sociedad- c&#243;mo este principio puede hacer que surjan sujetos "creativos". La metodolog&#237;a empleada articula Maingueneau, Laclau y Mesquita. Hemos construido cuatro categor&#237;as (elevaci&#243;n de potencia; necesidad de relaci&#243;n con los medios instituidos; tensi&#243;n con dichos medios; deseo ideol&#243;gico de universalizaci&#243;n) e tres dimensiones anal&#237;ticas (metodolog&#237;a; especialidad; finalidad). Con base en esta metodolog&#237;a analizamos dos documentos del MST (uno p&#250;blico y otro de circulaci&#243;n interna del movimiento), cuatro entrevistas (Militantes 1, 2 y 3 del MST y una profesora universitaria), as&#237; como art&#237;culos cient&#237;ficos de intelectuales org&#225;nicos del movimiento. Hemos concluido que conducir creativamente la experiencia significa romper con la noci&#243;n de "acumulativo" en la formulaci&#243;n de principios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[MST]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Alternância]]></kwd>
<kwd lng="pt"><![CDATA[Produção de Conhecimento]]></kwd>
<kwd lng="en"><![CDATA[MST]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Alternation]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Production]]></kwd>
<kwd lng="es"><![CDATA[MST]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Alternancia]]></kwd>
<kwd lng="es"><![CDATA[Producción de Conocimiento.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang="en"><![CDATA[Movimentos sociais e escola pública: uma proposta para analisar projetos político--pedagógicos antagonísticos.]]></article-title>
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<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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras .Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782014000400013</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782014000900013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação do MST e crise do paradigma moderno de ciência]]></article-title>
<article-title xml:lang="en"><![CDATA[Brazil's landless rural workers' movement (MST) education and the crisis of the modern science paradigm]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación del mst y crisis del paradigma moderno de ciencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[Rui Gomes de Mattos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Gisele Wanessa do]]></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[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>19</volume>
<numero>59</numero>
<fpage>1077</fpage>
<lpage>1099</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782014000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782014000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782014000400013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Analisamos o princ&#237;pio da altern&#226;ncia adotado pelo Programa Nacional de Educa&#231;&#227;o na Reforma Agr&#225;ria (PONERA) nas pr&#225;ticas pedag&#243;gicas do MST- assumindo-se que tais pr&#225;ticas interpelam a tentativa do pragmatismo de harmoniza&#231;&#227;o entre indiv&#237;duo. O intuito foi o de perceber como esse princ&#237;pio pode fazer emergirem sujeitos "criativos". A metodologia articula Maingueneau, Laclau e Mesquita. Constru&#237;mos quatro categorias (eleva&#231;&#227;o de pot&#234;ncia; necessidade de rela&#231;&#227;o com os meios institu&#237;dos; tens&#227;o com esses meios; desejo ideol&#243;gico de universaliza&#231;&#227;o) e tr&#234;s dimens&#245;es anal&#237;ticas (metodologia; espacialidade; finalidade). Com essa metodologia, analisamos dois documentos do MST (um p&#250;blico e outro de circula&#231;&#227;o interna ao Movimento), quatro entrevistas (militantes 1, 2 e 3 do MST e uma professora universit&#225;ria), assim como artigos cient&#237;ficos de intelectuais org&#226;nicos ao Movimento. Conclu&#237;mos que conduzir criativamente a experi&#234;ncia significa romper com a no&#231;&#227;o de cumulatividade na formula&#231;&#227;o de princ&#237;pios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We have analyzed the principle of alternation in the MST pedagogical practices, adopted by the National Program of Education in Agrarian Reform, in order to know - assuming those practices interpolate the attempt of pragmatism to harmonize individuals and society - how this principle can produce "creative" individuals. The methodology articulates Maingueneau, Laclau and Mesquita. We have built four categories (power elevation; necessity of establishing relations with institutional milieus; tension with these milieus; ideological desire of universalization) and three analytical dimensions (methodology; spatiality; finality). Within this methodology, we have analyzed two MST documents (one public and one restricted to MST), four interviews (3 members and a teacher), as well as scientific articles by intellectuals involved with MST. We have concluded that to conduct creatively the experience means to break with the cumulative notion of principles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Hemos analizado el principio de alternancia en las pr&#225;cticas pedag&#243;gicas del Movimento dos Trabalhadores Rurais Sem Terra (MST),adoptado en el Programa Nacional de la Reforma Agraria, a fin de identificar -asumiendo que dichas pr&#225;cticas cuestionan el intento del pragmatismo de armonizaci&#243;n entre individuo y sociedad- c&#243;mo este principio puede hacer que surjan sujetos "creativos". La metodolog&#237;a empleada articula Maingueneau, Laclau y Mesquita. Hemos construido cuatro categor&#237;as (elevaci&#243;n de potencia; necesidad de relaci&#243;n con los medios instituidos; tensi&#243;n con dichos medios; deseo ideol&#243;gico de universalizaci&#243;n) e tres dimensiones anal&#237;ticas (metodolog&#237;a; especialidad; finalidad). Con base en esta metodolog&#237;a analizamos dos documentos del MST (uno p&#250;blico y otro de circulaci&#243;n interna del movimiento), cuatro entrevistas (Militantes 1, 2 y 3 del MST y una profesora universitaria), as&#237; como art&#237;culos cient&#237;ficos de intelectuales org&#225;nicos del movimiento. Hemos concluido que conducir creativamente la experiencia significa romper con la noci&#243;n de "acumulativo" en la formulaci&#243;n de principios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[MST]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Alternância]]></kwd>
<kwd lng="pt"><![CDATA[Produção de Conhecimento]]></kwd>
<kwd lng="en"><![CDATA[MST]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Alternation]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Production]]></kwd>
<kwd lng="es"><![CDATA[MST]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Alternancia]]></kwd>
<kwd lng="es"><![CDATA[Producción de Conocimiento.]]></kwd>
</kwd-group>
</article-meta>
</front>
<back>
<ref-list>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Albuquerque]]></surname>
<given-names><![CDATA[Eliana Borges Correia de]]></given-names>
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<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Artur Gomes]]></given-names>
</name>
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Andrea Brito]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[As práticas cotidianas de educação: o que fazem as professoras?]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>13</volume>
<numero>38</numero>
<issue>38</issue>
<page-range>252-64</page-range><publisher-loc><![CDATA[Rio de JaneiroCampinas ]]></publisher-loc>
<publisher-name><![CDATA[ANPEd]]></publisher-name>
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<surname><![CDATA[Brockmeier]]></surname>
<given-names><![CDATA[Jens]]></given-names>
</name>
<name>
<surname><![CDATA[Harré]]></surname>
<given-names><![CDATA[Rom]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Narrativa: problemas e promessas de um paradigma alternativo.]]></article-title>
<source><![CDATA[Psicologia: reflexão e crítica]]></source>
<year></year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>525-35</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[UFRGS]]></publisher-name>
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