<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022024000100850</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202450269178</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aproximações e dissonâncias entre educação do campo e agricultura]]></article-title>
<article-title xml:lang="en"><![CDATA[Approximations and dissonances between countryside education and agriculture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Isaura Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia Departamento de Ciências Humanas e Sociais campus de Ji-Paraná]]></institution>
<addr-line><![CDATA[Ji-Paraná Rondônia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022024000100850&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022024000100850&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022024000100850&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação do campo possui uma relação intrínseca com a agricultura, em especial, a familiar/camponesa, devido a sua própria origem: as lutas dos movimentos sociais populares e sindicais camponeses. Este artigo tem como objetivo compreender e elucidar dados, sínteses e reflexões sobre as dissonâncias e aproximações entre as relações dos diferentes sistemas de agricultura no Brasil frente à educação do campo, a partir de uma pesquisa bibliográfica. A metodologia adotada é a Revisão Bibliográfica Sistemática do tipo Metassíntese Qualitativa, cuja captura de dados foi efetuada no portal CAFe/Capes compreendendo o período de 1998 a 2019. Tivemos por base artigos científicos completos, e as análises aprofundadas foram de quinze artigos, de um total de 89. Destacamos como relevante o fato de surgirem críticas a Programas como o Pronacampo, o Procampo e o Escola Ativa, resultantes do entendimento de que: não contribuem o suficiente para a agricultura camponesa e suas demandas; são programas descontínuos para a educação do campo e não uma política pública; refletem nítida divergência entre os interesses da educação do campo/agricultura familiar e camponesa com os do agronegócio; permitem, a setores empresariais, a apropriação do termo &#8220;educação do campo&#8221; e de programas voltados a ela; não minimizam os desafios das escolas do campo e da Universidade relativos aos fortalecimento de lutas e de territórios do campesinato.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Countryside education has an intrinsic relationship with agriculture, especially familiar/peasant agriculture due to its own origin: the struggles of popular social movements and peasant unions. This article aims to understand and elucidate data, syntheses and reflections on the dissonances and approximations between the relationships of different agricultural systems in Brazil regarding countryside education, based on bibliographical research. The methodology adopted is the Systematic Bibliographic Review of the Qualitative Metasynthesis type, whose data collection was done out on the CAFe/Capes portal for the period from 1998 to 2019. We based on complete scientific articles and the in-depth analyzes of fifteen articles, from a total of eighty-nine. We highlight as relevant the fact that there are criticisms of programs such as Pronacampo, Procampo and Escola Ativa due to the understanding that they: do not contribute enough to peasant agriculture and its demands; are discontinuous programs for Countryside education and not just, they are not a public policy; clear divergence between the interests of Countryside education /familiar and peasant farming with agribusiness; they allow business sectors to appropriate of the term Countryside education and programs focused; do not minimize the challenges to rural schools and universities to strengthening peasant struggles and territories.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[Agricultura familiar e camponesa]]></kwd>
<kwd lng="pt"><![CDATA[Agronegócio]]></kwd>
<kwd lng="pt"><![CDATA[Pronacampo]]></kwd>
<kwd lng="pt"><![CDATA[Procampo]]></kwd>
<kwd lng="en"><![CDATA[Countryside education]]></kwd>
<kwd lng="en"><![CDATA[Familiar and peasant agriculture]]></kwd>
<kwd lng="en"><![CDATA[Agribusiness]]></kwd>
<kwd lng="en"><![CDATA[Pronacampo]]></kwd>
<kwd lng="en"><![CDATA[Procampo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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