<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992016000200135</article-id>
<article-id pub-id-type="doi">10.14244/198271991549</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas públicas em educação do campo: Pronera, Procampo e Pronacampo]]></article-title>
<article-title xml:lang="en"><![CDATA[Public policies for rural education: Pronera, Procampo and Pronacampo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Ramofly Bicalho dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marizete Andrade da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>10</volume>
<numero>2</numero>
<fpage>135</fpage>
<lpage>144</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992016000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992016000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992016000200135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O presente artigo tem como objetivo central apresentar reflex&#245;es acerca de tr&#234;s pol&#237;ticas p&#250;blicas espec&#237;ficas de educa&#231;&#227;o do campo no Brasil: o Programa Nacional de Educa&#231;&#227;o na Reforma Agr&#225;ria (Pronera), integrado ao Minist&#233;rio do Desenvolvimento Agr&#225;rio; o Programa de Apoio &#224; Forma&#231;&#227;o Superior em Licenciatura em Educa&#231;&#227;o do Campo (Procampo) e o Programa Nacional de Educa&#231;&#227;o do Campo (Pronacampo), ambos vinculados ao Minist&#233;rio da Educa&#231;&#227;o. Oriundas da mobiliza&#231;&#227;o das organiza&#231;&#245;es e movimentos sociais, essas pol&#237;ticas p&#250;blicas evidenciam que a luta pela reforma agr&#225;ria transcende &#224; luta pela terra, uma vez que compreende a ocupa&#231;&#227;o de diversos outros espa&#231;os. Neste trabalho, realizamos uma sucinta abordagem do contexto que deu origem &#224; Educa&#231;&#227;o do Campo, indicando os principais aspectos dos programas estudados. Desenvolvemos uma pesquisa bibliogr&#225;fica e documental, utilizando entre as fontes de investiga&#231;&#227;o, legisla&#231;&#245;es, portarias e decretos, assim como, alguns referenciais produzidos nos &#250;ltimos anos sobre educa&#231;&#227;o do campo no Brasil. Conclu&#237;mos que a produ&#231;&#227;o coletiva do saber em parceria com educandos/ as, educadores/as, comunidades e os movimentos sociais de luta pela terra pode dialogar com hist&#243;rias, mem&#243;rias, identidades, desejos, valores e reconhecimento, fortalecendo o debate em torno da educa&#231;&#227;o do campo na sua estreita rela&#231;&#227;o com os movimentos sociais, as escolas do campo e as universidades p&#250;blicas. Constatamos que essa articula&#231;&#227;o &#233; um dos principais desafios a serem enfrentados pelo Movimento da Educa&#231;&#227;o do Campo na consolida&#231;&#227;o dos resultados do Pronera, Procampo e Pronacampo. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract  The central objective of this article is to present reflections about three specific public policies regarding Education in rural areas in Brazil: the National Education Program in Agrarian Reform Areas (Pronera), integrated into the Ministry of Agrarian Development; the Higher Education Support Program for a Graduation Course in Rural Education (Procampo) and the National Program of Rural Education (Pronacampo), all linked to the Ministry of Education. Arising from the mobilization of social movements and organizations, these policies show that the struggle for agrarian reform transcends the struggle for land, since it includes the occupation of many other spaces. Within this work, we carried out a simple approach of the context that resulted in the Rural Education, indicating the main aspects of the studied programs. We developed a bibliographical and documentary research, using among the sources of research, legislation, regulations and decrees, as well as some references recently produced in the field of education in Brazil. We conclude that the collective production of knowledge in association with students, educators, communities and social movements of struggle for land, can dialogue with stories, memories, identities, desires, values and recognition, strengthening the debate on rural education in its close relationship with the social movements, rural schools and public universities. We realized that this articulation is one of the main challenges to be faced by the Movement on rural education and in the results consolidation of Pronera, Procampo and Pronacampo. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Pronera]]></kwd>
<kwd lng="pt"><![CDATA[Procampo]]></kwd>
<kwd lng="pt"><![CDATA[Pronacampo]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Pronera]]></kwd>
<kwd lng="en"><![CDATA[Procampo]]></kwd>
<kwd lng="en"><![CDATA[Pronacampo]]></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[HAGE]]></surname>
<given-names><![CDATA[Salomão Mufarrej]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Por uma escola do campo de qualidade social: transgredindo o paradigma (multi)seria do de ensino.]]></article-title>
<source><![CDATA[Em Aberto]]></source>
<year></year>
<volume>24</volume>
<numero>85</numero>
<issue>85</issue>
<page-range>97-113</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
