<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000301033</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação inicial na Licenciatura em Educação do Campo dirigida para formação humana]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial training in Rural Education Degree aimed at human formation]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación inicial en un programa de Licenciatura en Educación Rural orientado a la formación humana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonfim]]></surname>
<given-names><![CDATA[Luiz Jesus Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Eliana Alencar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1033</fpage>
<lpage>1050</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo apresenta resultados parciais de uma pesquisa que teve como objetivo analisar, em contexto de pesquisa-formação onto-crítica, o processo de constituição da formação inicial docente na Licenciatura em Educação do Campo (LEdoC) dirigido para a formação humana, em uma perspectiva histórico-crítica. Participaram da pesquisa quatro estudantes da Licenciatura em Educação do Campo, com habilitação em Ciências da Natureza. A pesquisa foi desenvolvida nos pressupostos teórico-metodológicos do materialismo histórico-dialético, da psicologia histórico-cultural e da pedagogia histórico-crítica. Como metodologia, utilizou-se a pesquisa-formação onto-crítica, por meio de dispositivos para formação e produção de dados: relatórios e projetos, encontros formativos, diários formativos. Os dados foram analisados a partir dos núcleos de significação. Os resultados da pesquisa revelam que a formação inicial na LEdoC se dirige para a formação humana em uma perspectiva histórico-crítica, quando é mediada por uma teoria pedagógica crítico-radical, que possibilita o desenvolvimento de significações da atividade de ensino, como condição para promover a compreensão da prática social para além da aparência fenomênica. É necessário, então, criar condições para que, no processo de formação inicial, desenvolvam-se significações da importância da mediação do conhecimento historicamente acumulado presente nos conceitos científicos como condição para o desenvolvimento das máximas capacidades humanas que engendrem a compreensão crítica da realidade e sua transformação qualitativa. As signficações das participantes vão ao encontro dessa compreensão, ao revelarem que o motivo da atividade do professor passa a ser o desenvolvimento do aluno, por meio do estudo e da aprendizagem teórica das legalidades naturais e sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents partial results of a research that aimed to analyze in the context of research-training the process of constitution of initial teacher training in the degree in field education directed to human formation in a critical historical perspective. Four students of the Degree in Field Education with qualification in Natural Sciences participated in the research. The research was developed in the theoretical-methodological assumptions of historical-dialectical materialism, historical-cultural psychology and historical-critical pedagogy. The methodology used was the research-training into-critical through devices for training and production of data: reports and projects, training meetings, training diaries. The data were analyzed from the meaning nuclei. The results of the research reveal that the initial training in LEdoC is directed to human formation in a critical historical perspective, when it is mediated by a radical critical pedagogical theory, which allows the development of meanings of the teaching activity, as a condition to promote the understanding of social practice beyond phenomenal appearance. It is necessary, then, to create conditions for the initial formation process to develop meanings of the importance of mediation of knowledge historically accumulated present in scientific concepts as a condition for the development of maximum human capabilities that generate critical understanding of reality and its qualitative transformation. The participants' meanings meet this understanding by revealing that the reason for the teacher&#8217;s activity is the student&#8217;s development through the study and theoretical learning of natural and social legalities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo presenta resultados parciales de una investigación que tuvo como objetivo analizar en contexto de investigación-formación onto-crítica, el proceso de constitución de la formación inicial docente en la licenciatura en educación del campo dirigido a la formación humana, en una perspectiva histórica crítica. Participaron en la investigación cuatro estudiantes de la Licenciatura en Educación del Campo con habilitación en Ciencias de la Naturaleza. La investigación fue desarrollada en los presupuestos teórico-metodológicos del materialismo histórico-dialéctico, de la psicología histórico-cultural y de la pedagogía histórico-crítica. Como metodología se utilizó la investigación-formación onto-crítica por medio de dispositivos para formación y producción de datos: informes y proyectos, encuentros formativos, diarios formativos. Los datos fueron analizados a partir de los núcleos de significación. Los resultados de la investigación revelan que la formación inicial en la LEdoC se dirige hacia la formación humana en una perspectiva histórica crítica, cuando está mediada por una teoría pedagógica crítica radical, que posibilita el desarrollo de significaciones de la actividad docente, como condición para promover la comprensión de la práctica social más allá de la apariencia fenoménica. Es necesario entonces, crear condiciones para que en el proceso de formación inicial se desarrolle significaciones de la importancia de la mediación del conocimiento históricamente acumulado presente en los conceptos científicos como condición del desarrollo de las máximas capacidades humanas que engendran la comprensión crítica de la realidad y su transformación cualitativa. Las signficaciones de las participantes van al encuentro de esa comprensión al revelar que el motivo de la actividad del profesor pasa a ser el desarrollo del alumno por medio del estudio y del aprendizaje teórico de las legalidades naturales y sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação humana]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura em Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Significações]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades formativas]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-formação.]]></kwd>
<kwd lng="en"><![CDATA[Human formation]]></kwd>
<kwd lng="en"><![CDATA[Degree in field education]]></kwd>
<kwd lng="en"><![CDATA[Meanings]]></kwd>
<kwd lng="en"><![CDATA[Training needs]]></kwd>
<kwd lng="en"><![CDATA[Research-training.]]></kwd>
<kwd lng="es"><![CDATA[Formación humana]]></kwd>
<kwd lng="es"><![CDATA[Licenciatura en educación del campo]]></kwd>
<kwd lng="es"><![CDATA[Significaciones]]></kwd>
<kwd lng="es"><![CDATA[Necesidades formativas]]></kwd>
<kwd lng="es"><![CDATA[Pesquisa-formación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AGUIAR]]></surname>
<given-names><![CDATA[W. M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
<name>
<surname><![CDATA[MACHADO]]></surname>
<given-names><![CDATA[V. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Núcleos de significação: uma proposta histórico-dialética de apreensão das significações]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2015</year>
<volume>45</volume>
<numero>155</numero>
<issue>155</issue>
<page-range>56-75</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ASBAHR]]></surname>
<given-names><![CDATA[F. DA S. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sentido pessoal, significado social e atividade de estudo: uma revisão teórica]]></article-title>
<source><![CDATA[Psicologia Escolar e Educacional]]></source>
<year>2014</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>265-72</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNARDES]]></surname>
<given-names><![CDATA[M. E. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ensino e aprendizagem como unidade dialética na atividade pedagógica]]></article-title>
<source><![CDATA[Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)]]></source>
<year>2009</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>235-42</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BEHRING]]></surname>
<given-names><![CDATA[E. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Brasil em contrarreforma: desestruturação do Estado e perda de direitos]]></source>
<year>2008</year>
<edition>2</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BONFIM]]></surname>
<given-names><![CDATA[L. J. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A interface entre Educação de Jovens e Adultos e Educação do Campo: tensões e perspectivas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[E. S.]]></given-names>
</name>
<name>
<surname><![CDATA[MELO]]></surname>
<given-names><![CDATA[K. R. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação do Campo: reflexões políticas e teórico-metodológicas]]></source>
<year>2016</year>
<page-range>207-27</page-range><publisher-loc><![CDATA[Teresina ]]></publisher-loc>
<publisher-name><![CDATA[EDUFPI]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<article-title xml:lang=""><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></article-title>
<source><![CDATA[Brasil no Pisa 2018 [recurso eletrônico]]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<article-title xml:lang=""><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep)]]></article-title>
<source><![CDATA[Censo Escolar da Educação Básica 2021]]></source>
<year>2022</year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[Inep]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CALDART]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Concepção de Educação do Campo: um guia de estudo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MOLINA]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[M. F. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação de formadores: reflexões sobre as experiências da licenciatura em educação do campo no Brasil]]></source>
<year>2019</year>
<page-range>52-73</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CALDART]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educação do campo: notas para análise de percurso]]></article-title>
<source><![CDATA[Estudos Avançados. Rio de Janeiro]]></source>
<year>2009</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>35-64</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[M. V. C.]]></given-names>
</name>
<name>
<surname><![CDATA[IBIAPINA]]></surname>
<given-names><![CDATA[I. M. L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A abordagem histórico-cultural de Lev Vigotski]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[M. V. C]]></given-names>
</name>
<name>
<surname><![CDATA[MATOS]]></surname>
<given-names><![CDATA[K. S. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia da educação: teorias do desenvolvimento e da aprendizagem em discussão]]></source>
<year>2015</year>
<page-range>181-222</page-range><publisher-loc><![CDATA[Fortaleza ]]></publisher-loc>
<publisher-name><![CDATA[EdUECE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[O método na obra de Vigotski e a abordagem ontológica do desenvolvimento humano: uma análise histórica]]></source>
<year>2020</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Ciências e Letras, Universidade Estadual Paulista, Assis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRUZ]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[MONTEIRO]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Anuário da educação brasileira]]></source>
<year>2021</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Moderna]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Crítica às apropriações neoliberais e pós-modernas da teoria vigotskiana]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O debate contemporâneo das teorias pedagógicas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[LM.]]></given-names>
</name>
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação de professores: limites contemporâneos e alternativas necessárias [E-book]]]></source>
<year>2010</year>
<page-range>33-49</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora UNESP; Cultura Acadêmica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALVÃO]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[LAVOURA]]></surname>
<given-names><![CDATA[T. N.]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Fundamentos da didática histórico-crítica [E-book]]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KOSIC]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Dialética do concreto]]></source>
<year>2002</year>
<edition>2</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LAVOURA]]></surname>
<given-names><![CDATA[T. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Método pedagógico histórico-crítico e o ensino de Ciências: Considerações para a didática e a prática Pedagógica]]></article-title>
<source><![CDATA[Rev. Simbio-Logias]]></source>
<year>2020</year>
<volume>12</volume>
<numero>17</numero>
<issue>17</issue>
<page-range>103-24</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LAVOURA]]></surname>
<given-names><![CDATA[T. N.]]></given-names>
</name>
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[S. JUNIOR]]></surname>
<given-names><![CDATA[C. de L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Política de formação de professores e a destruição das forças produtivas: BNC-formação em debate]]></article-title>
<source><![CDATA[Práxis Educacional]]></source>
<year>2020</year>
<volume>16</volume>
<numero>37</numero>
<issue>37</issue>
<page-range>553-77</page-range><publisher-loc><![CDATA[S. l ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEONTIEV]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As necessidades e os motivos da atividade]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LONGAREZI]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[PUNTES]]></surname>
<given-names><![CDATA[R. V.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensino desenvolvimental: ontologia. Livro 1]]></source>
<year>2017</year>
<page-range>30-58</page-range><publisher-loc><![CDATA[Minas Gerais ]]></publisher-loc>
<publisher-name><![CDATA[EDUFU]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEONTIEV]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Desenvolvimento do psiquismo]]></source>
<year>2004</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Centauro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LONGAREZI]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pesquisa-formação: um olhar para sua constituição conceitual e política]]></article-title>
<source><![CDATA[Revista Contrapontos - Eletrônica]]></source>
<year>2013</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>214-25</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LUKÁCS]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[A ontologia do ser social II]]></source>
<year>2018</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Coletivo Veredas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARQUES]]></surname>
<given-names><![CDATA[E. de S. A.]]></given-names>
</name>
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[M. V. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Vivência e prática educativa: a relação afeto-intelecto mediando modos de ser professor e aluno]]></article-title>
<source><![CDATA[Obutchénie - Revista de Didática e Psicologia Pedagógica]]></source>
<year>2019</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-25</page-range><publisher-loc><![CDATA[S. l ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O legado do século XX para a formação de professores]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[LM.]]></given-names>
</name>
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação de professores: limites contemporâneos e alternativas necessárias [E-book]]]></source>
<year>2010</year>
<page-range>17-32</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora UNESP; Cultura Acadêmica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psicologia histórico-cultural, pedagogia histórico-crítica e desenvolvimento humano]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
<name>
<surname><![CDATA[ABRANTES]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[FACCI]]></surname>
<given-names><![CDATA[M. G. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Periodização histórico-cultural do desenvolvimento psíquico: do nascimento à velhice]]></source>
<year>2016</year>
<page-range>13-34</page-range><publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARX]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[ENGELS]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ideologia Alemã]]></source>
<year>2011</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Boitempo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MESZAROS]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Para além do capital: rumo a uma teoria da transição]]></source>
<year>2011</year>
<edition>2</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Boitempo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOLINA]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[ANTUNES-ROCHA]]></surname>
<given-names><![CDATA[M. I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educação do Campo: história, práticas e desafios no âmbito das políticas de formação de educadores : reflexões sobre o Pronera e o PROCAMPO]]></article-title>
<source><![CDATA[Reflexão e Ação, Santa Cruz do Sul]]></source>
<year>2014</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>220-53</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOURA]]></surname>
<given-names><![CDATA[M. O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Atividade orientadora de ensino: unidade entre ensino e aprendizagem]]></article-title>
<source><![CDATA[Rev. Diálogo Educ]]></source>
<year>2010</year>
<volume>10</volume>
<numero>29</numero>
<issue>29</issue>
<page-range>205-29</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RABELO]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[JIMENEZ]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MENDES SEGUNDO]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As diretrizes da política de Educação para todos (EPT): rastreando princípios e concepções]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[RABELO]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[JIMENEZ]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MENDES SEGUNDO]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[O movimento de educação para todos e a crítica marxista]]></source>
<year>2015</year>
<page-range>13-30</page-range><publisher-loc><![CDATA[Fortaleza ]]></publisher-loc>
<publisher-name><![CDATA[Imprensa Universitária]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAMOS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[PARANHOS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contrarreforma do ensino médio: dimensão renovada da pedagogia das competências?]]></article-title>
<source><![CDATA[Retratos da Escola]]></source>
<year>2022</year>
<volume>16</volume>
<numero>34</numero>
<issue>34</issue>
<page-range>71-88</page-range><publisher-loc><![CDATA[S. l ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A pedagogia histórico-crítica na educação do campo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BASSO]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[SANTOS NETO]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[BEZERRA]]></surname>
<given-names><![CDATA[M. C. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia histórico-crítica e educação no campo: história, desafios e perspectivas atuais]]></source>
<year>2016</year>
<page-range>16-43</page-range><publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
<publisher-name><![CDATA[Pedro &amp; João Editores; Navegando]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A formação humana na perspectiva histórico-ontológica]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>2010</year>
<volume>15</volume>
<numero>45</numero>
<issue>45</issue>
<page-range>422-590</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[História das ideias pedagógicas no Brasil [E-book]]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia histórico-crítica: primeiras aproximações]]></source>
<year>2011</year>
<edition>11</edition>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[E. de O.]]></given-names>
</name>
<name>
<surname><![CDATA[MELO]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[F. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A atuação dos movimentos sindicais rurais no enfretamento ao fechamento das escolas do campo no Território Entre Rios: entre suturas e silenciamentos, uma voz de resistência]]></article-title>
<source><![CDATA[Abatirá - Revista de Ciências Humanas e Linguagens]]></source>
<year>2022</year>
<volume>3</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>54-77</page-range><publisher-loc><![CDATA[S. l ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A educação do campo e sua institucionalidade: o &#8220;fio da navalha&#8221; pela criação e institucionalização das licenciaturas em educação do campo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MOLINA]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[M. F. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação de formadores: reflexões sobre as experiências da licenciatura em educação do campo no Brasil [E-book]]]></source>
<year>2019</year>
<page-range>233-49</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIGOTSKI]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[A construção do pensamento e da linguagem]]></source>
<year>2001</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
