<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062019000100006</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol29.n60.p6-25</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[COMPONDO UMA HISTÓRIA DO PROJETO LOGOS II NO ESTADO DE RONDÔNIA (1970-1990)]]></article-title>
<article-title xml:lang="en"><![CDATA[COMPOSING A HISTORY OF THE PROJECT LOGOS II IN THE STATE OF RONDÔNIA (1970-1990)]]></article-title>
<article-title xml:lang="es"><![CDATA[COMPONIENDO UNA HISTORIA DEL PROYECTO LOGOS II EN EL ESTADO DE RONDONIA (1970-1990)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gouveia]]></surname>
<given-names><![CDATA[Cristiane Talita Gromann de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Arlete de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Câmpus de Rio Claro ]]></institution>
<addr-line><![CDATA[ São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Câmpus de Rio Claro ]]></institution>
<addr-line><![CDATA[ São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>29</volume>
<numero>60</numero>
<fpage>6</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062019000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062019000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062019000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na década de 1970, em diversos estados do Brasil, foi implantado o Projeto Logos II. O objetivo desse projeto era habilitar professores sem formação, também conhecidos como leigos. No estado de Rondônia, o Logos II começou a funcionar em 1976, sendo que sua expansão para as cidades do interior ocorreu a partir da década de 1980. Diante desse quadro, este artigo tem como objetivo discutir e compor uma história de como se deu a implantação e o desenvolvimento do Projeto Logos II ao longo dos anos no estado de Rondônia. Como referencial teórico-metodológico, foram utilizados a triangulação de dados de Sandra Mathison (1988), o paradigma indiciário de Carlo Ginzburg (1989) e a crítica ao documento de Marc Bloch (2001). Os documentos que constituíram fontes foram compostos por módulos de ensino, legislações, fichas de matrículas, históricos escolares, diplomas, fotos de alunos e professores, além de outros documentos. Os resultados indicaram que o Projeto Logos II em Rondônia formou e habilitou muitos professores da zona rural, que passaram por diversas dificuldades para a realização do curso em função da falta de infraestrutura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the 1970s, in many Brazilian states, the Project Logos II was implemented. The objective of such program was to capacitate teachers who did not have a formal education, also known as lay teachers. In the state of Rondônia, the Logos II started to operate in 1976, and its expansion to the cities of the interior of the state occurred from the 1980s onwards. Given this situation, this article aims at discussing and composing a history of how the implementation and development of the Project Logos II was carried out over the years in the state of Rondônia. As theoretical and methodological references, we used the triangulation of data by Sandra Mathison (1988), Carlo Ginzburg's (1989) evidential paradigm and Marc Bloch&#8217;s (2001) documentary criticism. The source documents included teaching modules, legislations, enrollment forms, school records, diplomas, photos of students and teachers and other documents. The results indicated that the Project Logos II in Rondônia formed and capacitated many teachers from the rural area, who experienced various difficulties to complete the course due to the lack of infrastructure.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la década de 1970, en diversos estados de Brasil, fue implementado el Proyecto Logos II. El objetivo de ese proyecto era habilitar profesores sin formación, también conocidos como laicos. En el estado de Rondonia, Logos II comenzó a funcionar en 1976, siendo que su expansión para las ciudades del interior ocurrió a partir de la década de 1980. Ante esa situación, este artículo tiene como objetivo discutir y componer una historia de cómo se dio la implementación y desarrollo del Proyecto Logos II a lo largo de los años en el estado de Rondonia. Como referencial teórico-metodológico, fueron utilizados la triangulación de datos de Sandra Mathison (1988), el paradigma indiciario de Carlo Ginzburg (1989) y la crítica al documento de March Bloch (2001). Los documentos que constituyeron las fuentes fueron las compuestas por módulos de enseñanza, legislaciones, fichas de matrículas, históricos escolares, diplomas, fotos de alumnos y profesores, además de otros documentos. Los resultados indicaron que el Proyecto Logos II en Rondonia formó y habilitó muchos profesores de la zona rural, los cuales pasaron por diversas dificultades para la realización del curso debido a la falta de infraestructura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores Leigos]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[História da Educação.]]></kwd>
<kwd lng="en"><![CDATA[Lay Teachers]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[History of Education.]]></kwd>
<kwd lng="es"><![CDATA[Profesores Laicos]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Educación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
