<?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>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062020000300942</article-id>
<article-id pub-id-type="doi">10.14393/che-v19n3-2020-17</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma formação intelectual e social convenientes [...]: formação de professores rurais (Brasil, 1942-1963)]]></article-title>
<article-title xml:lang="es"><![CDATA[Una formación intelectual y social convenientes [...]: formación de profesores rurales (Brasil, 1942 -1963)]]></article-title>
<article-title xml:lang="en"><![CDATA[Suitable intellectual and social training [...]: rural teacher training (Brazil, 1942-1963)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Nilce Vieira Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Sandra Cristina Fagundes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>942</fpage>
<lpage>960</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062020000300942&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062020000300942&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062020000300942&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No período de 1942 a 1963, com incentivo e apoio do governo federal brasileiro, houve significativa expansão de cursos de formação de professores rurais. Tais cursos deveriam ser ministrados nas Escolas Rurais ou Escolas Regionais Brasileiras. O objetivo deste artigo é compreender se, organizados sob a égide de uma formação específica para o magistério rural, esses cursos, no período em questão, organizaram a formação das normalistas em consonância com a realidade na qual se inseria a população rural. Os questionamentos que nos motivam são: como foram propostos os cursos normais rurais no Brasil e quais eram os modelos educativos para a formação de professores rurais? O que definia um curso normal rural, o meio no qual ele se localizava ou os conteúdos ministrados? Compõem fontes desse estudo: anais da VIII Conferência Nacional da Educação (Goiânia, 1942) e artigos publicados nas revistas da Campanha Nacional de Educação Rural (CNER) e na Revista Brasileira de Estudos Pedagógicos (RBEP). A análise da trajetória dos Cursos Normais Rurais na perspectiva da ação do Estado e da política educacional destinada à formação dos professores das escolas rurais permitiu concluir que, embora em tais cursos estivesse subjacente a proposta de uma formação específica para a atuação no meio rural e, portanto, uma concepção didático-pedagógica e uma organização administrativa diferentes daquelas vigentes nas escolas normais urbanas, na prática, nos Cursos Normais Rurais prevaleciam concepções formativas voltadas para a escola única.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el periodo de 1942 a 1963, con incentivo y apoyo del gobierno federal brasilero, hubo una significativa expansión de cursos de formación de profesores rurales. Tales cursos deberían ser suministrados en las Escuelas Rurales o Escuelas Regionales Brasileras. El objetivo de este artículo es comprender si, organizados bajo la protección de una formación específica para el magisterio rural, estos cursos, en el periodo en cuestión, organizaron la formación de los normalistas en consonancia con la realidad en la cual se incluía a la población rural. Los cuestionamientos que nos motivan son: ¿cómo fueron propuestos los cursos normales rurales en el Brasil y cuáles eran los modelos educativos para la formación de profesores rurales? ¿Qué definía un curso normal rural, el medio en el cual se localizaba o los contenidos suministrados? Componen fuentes de ese estudio: anales de la VIII Conferencia Nacional de la Educación (Goiânia, 1942) y artículos publicados en las revistas de la Campaña Nacional de la Educación Rural (CNER) y en la Revista Brasilera de Estudios Pedagógicos (RBEP). El análisis de la trayectoria de los Cursos Normales Rurales en la perspectiva de la acción del estado y de la política educacional destinada a la formación de los profesores de las escuelas rurales permitió concluir que, aunque en tales cursos estuviese subyacente la propuesta de una formación específica para la actuación en el medio rural y por lo tanto, una concepción didáctico-pedagógica y una organización administrativa diferente de aquellas vigentes en las escuelas normales urbanas, en la práctica, en los Cursos Normales Rurales prevalecían concepciones formativas enfocadas para la escuela única.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From 1942 to 1963, there was significant expansion of training courses for rural teachers, with the encouragement and support of the Brazilian federal government. Such courses were to be given in rural schools or Brazilian regional schools. The aim of this article is to learn if, under the auspices of specific training for rural teachers, these courses were organized according to the reality of the rural population at that time. The following issues prompt this study: How were rural teacher training courses proposed in Brazil, and which educational models were followed for training of rural teachers? What defined a rural teacher training course, the environment it aimed to serve or the content taught? The sources of this study were the annals of the 8th Brazilian Education Congress (Goiânia, 1942) and articles published in the journal of the National Rural Education Campaign and the Brazilian Journal of Pedagogical Studies. The approach taken in the rural teacher training courses, within the perspective of specific government action and educational policy for this type of training, was analyzed. It revealed that, although a proposal of specific training activity for work in a rural environment, and thus a didactic-pedagogical conception and administrative organization different from those in effect in the urban teacher training schools, , underlay such rural teacher training courses, in practice, educational conceptions directed toward a single-model school prevailed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da Escolarização Rural]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professora(e)s Rurais]]></kwd>
<kwd lng="pt"><![CDATA[Curso Normal Rural]]></kwd>
<kwd lng="pt"><![CDATA[Curso Regional]]></kwd>
<kwd lng="pt"><![CDATA[Campanha Nacional de Educação Rural]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Escolarización Rural]]></kwd>
<kwd lng="es"><![CDATA[Formación de Maestros en Entornos Rurales]]></kwd>
<kwd lng="es"><![CDATA[Curso Normal Rural]]></kwd>
<kwd lng="es"><![CDATA[Curso Regional]]></kwd>
<kwd lng="es"><![CDATA[Campaña Nacional de la Educación Rural]]></kwd>
<kwd lng="en"><![CDATA[History of rural schooling]]></kwd>
<kwd lng="en"><![CDATA[Rural teacher training course]]></kwd>
<kwd lng="en"><![CDATA[Regional course]]></kwd>
<kwd lng="en"><![CDATA[National rural education campaign]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="book">
<collab>UNESCO</collab>
<source><![CDATA[International Conference on Education. Recommendations (1934 -1977)]]></source>
<year>1979</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[United Nations Educational, Scientific and Cultural Organization]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VARGAS]]></surname>
<given-names><![CDATA[Getúlio]]></given-names>
</name>
</person-group>
<source><![CDATA[Mensagem de Getúlio Vargas ao Congresso Nacional. Apresentada pelo Presidente da República por ocasião da abertura da sessão legislativa de 1951]]></source>
<year>1951</year>
<page-range>102-3</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
