<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782023000100110</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n64.22066</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLA DO CAMPO: É POSSIVEL FALAR DE PERTENCIMENTO E IDENTIDADE DO PROFESSOR?]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL OF THE FIELD: IS IT POSSIBLE TO TALK ABOUT THE TEACHER'S BELONGING AND IDENTITY?]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELA DE CAMPO: ¿ES POSIBLE HABLAR DE PERTENENCIA E IDENTIDAD DEL DOCENTE?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nova]]></surname>
<given-names><![CDATA[Taynah de Brito Barra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Laêda Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Agreste Pernambucano  ]]></institution>
<addr-line><![CDATA[Garanhuns Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782023000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782023000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782023000100110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo, resultado de pesquisa mais abrangente, explora a função identitária e de pertencimento de professores ao representarem a escola do campo. Desenvolvemos um estudo qualitativo delineado como pesquisa de campo e contamos com a participação de 35 docentes de um munícipio no interior do estado de Pernambuco. Como instrumento de coleta, utilizamos a entrevista semiestruturada. A análise dos depoimentos revelou que as representações sociais de Escola do Campo dos professores são marcadas por um conteúdo simbólico que coloca em oposição o campo e a cidade, privilegiando-a em detrimento da cultura campesina. Coerente com as representações identifcadas, constatamos que o professor da Escola do Campo não revela identificação e/ou pertencimento com a realidade em que atua. Esse não pertenciemnto está vinculado a rotatividade docente entre as escolas, modo de designação dos professores para essas instituições, contratação temporária e ainda por serem pessoas radicadas na cidade. Em face dos resultados, sinalizamos a necessidade de reflexões e intervenções conjuntas por parte da gestão da educação municipal e dos povos do campo no sentido do cumprimento dos princípios legais e do ideário da Educação do Campo, para impedir que a Escola do Campo esteja a contribuir para inferiorizar a vida no campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, the result of a broader research, explores the identity and belonging function of teachers when representing the rural school. We developed a qualitative study designed as a field research and we had the participation of 35 teachers from a municipality in the interior of the state of Pernambuco. As a collection instrument, we used the semi-structured interview. The analysis of the testimonies revealed that the social representations of Escola do Campo of the teachers are marked by a symbolic content that puts the countryside and the city in opposition, privileging it to the detriment of peasant culture. Consistent with the representations identified, we found that the teacher at Escola do Campo does not reveal identification and/or belonging to the reality in which he works. This non-belonging is linked to teacher turnover between schools, the way in which teachers are assigned to schools, temporary employment and also because they are people living in the city. In view of the results, we point out the need for joint reflections and interventions on the part of the municipal education management and the rural peoples in order to comply with the legal principles and ideas of Rural Education, to prevent Escola do Campo from contributing to diminish life in the countryside.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo, resultado de una investigación más amplia, explora la función identitaria y de pertenencia de los docentes al representar la escuela rural.Desarrollamos un estudio cualitativo diseñado como investigación de campo y contamos con la participación de 35 docentes de un municipio del interior del estado de Pernambuco. Como instrumento de recolección se utilizó la entrevista semiestructurada. El análisis de los testimonios reveló que las representaciones sociales de la Escola do Campo de los profesores están marcadas por un contenido simbólico que contrapone el campo y la ciudad, privilegiando en detrimento de la cultura campesina. De acuerdo con las representaciones identificadas, encontramos que el docente de la Escola do Campo no revela identificación y/o pertenencia a la realidad en la que actúa. Esta no pertenencia está ligada a la rotación de docentes entre las escuelas, la forma en que los docentes son asignados a las escuelas, el empleo temporal y también por ser personas que viven en la ciudad. En vista de los resultados, señalamos la necesidad de reflexiones e intervenciones conjuntas por parte de la gestión municipal de educación y de los pueblos rurales para cumplir con los principios e ideas legales de la Educación Rural, para evitar que la Escola do Campo contribuya a la disminuir la vida en el campo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[escola do campo]]></kwd>
<kwd lng="pt"><![CDATA[professor.]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[social representations]]></kwd>
<kwd lng="en"><![CDATA[field school]]></kwd>
<kwd lng="en"><![CDATA[teacher.]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[escuela de campo]]></kwd>
<kwd lng="es"><![CDATA[maestro.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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