<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592016000100219</article-id>
<article-id pub-id-type="doi">10.18593/r.v41i1.9269</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ritos de passagem de estudantes de classes multisseriadas rurais nas escolas da cidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Rites of passage of students from multiseriate classes in city schools]]></article-title>
<article-title xml:lang="es"><![CDATA[Ritos de pasaje de estudiantes en grupos multigrado rurales a las escuelas de la ciudad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Elizeu Clementino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orrico]]></surname>
<given-names><![CDATA[Nanci Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Fábio Josué Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinho]]></surname>
<given-names><![CDATA[Ana Sueli Teixeira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[Cruz das Almas Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[Cruz das Almas Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Católica do Salvador  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2016</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<fpage>219</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592016000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592016000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592016000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto objetiva discutir ritos de passagem de estudantes concluintes do 5&#186; ano do Ensino Fundamental, em classes multisseriadas em escolas rurais para as escolas da cidade, onde s&#227;o obrigados a se matricular a fim de dar continuidade aos seus estudos. A partir desta problem&#225;tica, ou seja, a nega&#231;&#227;o do acesso &#224; educa&#231;&#227;o p&#250;blica de qualidade, expressa por meio da baixa frequ&#234;ncia ou at&#233; mesmo inexist&#234;ncia de escolas dos Anos Finais do Ensino Fundamental nas localidades rurais onde esses estudantes residem, &#233; poss&#237;vel inferir a ado&#231;&#227;o de uma l&#243;gica de abandono, precariza&#231;&#227;o e nega&#231;&#227;o da escolariza&#231;&#227;o para todos, por parte dos sistemas p&#250;blicos de ensino. Busca-se, assim, compreender a inser&#231;&#227;o desses estudantes nas escolas da cidade, no sentido de apreender o modo como vivenciam essa transi&#231;&#227;o e se reconhecem como sujeitos desse processo educativo. Para entender a din&#226;mica referida, teoricamente o texto ancora-se nos conceitos de diferen&#231;a, diversidade, ritos de passagem e multisseria&#231;&#227;o, al&#233;m de investigar tens&#245;es relacionadas &#224;s configura&#231;&#245;es do espa&#231;o rural brasileiro contempor&#226;neo, &#224;s pol&#237;ticas p&#250;blicas para a Educa&#231;&#227;o rural/do campo e &#224; pol&#237;tica nacional de transporte escolar. Do ponto de vista metodol&#243;gico, adotamos princ&#237;pios da pesquisa (auto)biogr&#225;fica, com &#234;nfase na realiza&#231;&#227;o de diferentes dispositivos de escritas, de entrevistas narrativas e tamb&#233;m de an&#225;lise documental, tendo em vista socializar algumas interven&#231;&#245;es e pr&#225;ticas de acompanhamentos desenvolvidos em escolas que acolhem os estudantes das &#225;reas rurais, como f&#233;rteis para a constru&#231;&#227;o de outras formas de inclus&#227;o dos egressos das classes multisseriadas nas escolas da cidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The text aims to discuss rites of passage of students graduating the fifth grade of elementary school, in multigrade classes in rural schools that, to give continuity to studies, are required to enroll in city schools. From this issue, that is the denial of access to quality public education, given the observation of the low frequency or even absence of schools in the final years of elementary school in rural localities where these students live, it is possible to infer that this phenomenon seems to reveal the adoption of an abandonment logic, precariousness and denial of education for all, by public schools systems. Therefore, we seek to understand the inclusion of these students in city schools, in order to learn how they experience this transition and recognize themselves as a subject of this educational process. To understand the dynamic referred, theoretically the text has support on the concepts of difference, diversity, rites of passage, and multigrade. It also investigates tensions related to settings of contemporary Brazilian rural areas, to public policies for the rural/countryside Education and the national schools transport policy. From a methodological point of view, we adopted principles of (auto)biographical research, with emphasis on conducting different scripts devices, of narratives interviews and also documented analysis, in order to socialize some interventions and monitoring practices developed in schools that welcomes students in rural areas, as being fertile for building other forms of inclusion of the graduates of multigrade classes into city schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente texto tiene por objetivo discutir los ritos de pasaje de estudiantes que han concluido el 5&#186; a&#241;o de la Educaci&#243;n Primaria en grupos multigrado en escuelas rurales que, con el fin de continuar sus estudios, son obligados a matricularse en escuelas de la ciudad. A partir de esta problem&#225;tica, o sea, la negaci&#243;n al acceso a la educaci&#243;n p&#250;blica de calidad, expresada por medio de la baja frecuencia, o al mismo tiempo de la inexistencia de escuelas con los a&#241;os finales de Educaci&#243;n Primaria en las localidades rurales donde esos estudiantes residen, es posible inferir, por parte de los sistemas p&#250;blicos de educaci&#243;n, la adopci&#243;n de una l&#243;gica de abandono, precarizaci&#243;n y negaci&#243;n de la escolarizaci&#243;n para todos. Por lo tanto, se busca comprender la inclusi&#243;n de esos estudiantes en las escuelas de la ciudad, con el fin de aprehender el modo como vivencian esa transici&#243;n y se reconocen como sujetos de ese proceso educativo. Para entender la din&#225;mica referida, teoricamente el texto se fundamenta en los conceptos de diferencia, diversidad, ritos de pasaje y multigrado, adem&#225;s de investigar las tensiones relacionadas con las configuraciones del espacio rural brasile&#241;o contempor&#225;neo, las pol&#237;ticas p&#250;blicas para la Educaci&#243;n rural/de campo y la pol&#237;tica nacional de transporte escolar. Desde el punto de vista metodol&#243;gico, adoptamos principios de investigaci&#243;n (auto)biogr&#225;fica, con &#233;nfasis en la realizaci&#243;n de diferentes dispositivos de escritura, de entrevistas narrativas y tambi&#233;n de an&#225;lisis documental, a fin de socializar algunas intervenciones y pr&#225;cticas de acompa&#241;amiento desarrolladas en las escuelas que acogen a los estudiantes de las &#225;reas rurales, en tanto materia f&#233;rtil para la construcci&#243;n de otras formas de inclusi&#243;n de los egresados de los grupos multigrado en las escuelas de la ciudad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Rural]]></kwd>
<kwd lng="pt"><![CDATA[Multisseriação]]></kwd>
<kwd lng="pt"><![CDATA[Ritos de Passagem]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Multigrade]]></kwd>
<kwd lng="en"><![CDATA[Rites of Passage]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="es"><![CDATA[Educación Rural]]></kwd>
<kwd lng="es"><![CDATA[Multigrado]]></kwd>
<kwd lng="es"><![CDATA[Ritos de Pasaje]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
