<?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>2594-2840</journal-id>
<journal-title><![CDATA[Emerging trends in education (México, Villahermosa)]]></journal-title>
<abbrev-journal-title><![CDATA[Emerg. trends educ.]]></abbrev-journal-title>
<issn>2594-2840</issn>
<publisher>
<publisher-name><![CDATA[Universidad Juárez Autónoma de Tabasco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2594-28402024000100031</article-id>
<article-id pub-id-type="doi">10.19136/etie.a6n12.5699</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[De la Educación Rural a la Educación del Campo: avances y desafíos en Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[From Rural Education to Countryside Education: advances and challenges in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yatim]]></surname>
<given-names><![CDATA[Leila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Fernando José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>6</volume>
<numero>12</numero>
<fpage>31</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2594-28402024000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2594-28402024000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2594-28402024000100031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Brasil compartía el término educación rural como es el uso común en la mayoría de los países en Latinoamérica. Hubo un cambio de términos para Educación del Campo, en el ámbito de las prácticas sociales y en el oficial, documental y formal en el sistema educativo. El presente artículo trata de evidenciar los fundamentos de tal cambio, que encuentra su base en el marco de los movimientos sociales rurales. El trabajo fue realizado por una revisión bibliográfica y documental al respecto del tema, tanto en documentos oficiales del Estado brasileño, cuanto en los documentos publicados por la organización colectiva del movimiento &#8220;por una educación del campo&#8221;. El cambio es cualitativo, pues a partir de él se inserta, en la praxis de las escuelas del campo, una perspectiva del derecho a la educación para los pueblos campesinos, de la relación de la escuela con su comunidad, con su territorio y con el desarrollo local. Es posible concluir que el cambio de nomenclatura no es suficiente para la superación de las desigualdades de la educación rural, pero que constituye un movimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Brazil shared the nomenclature of rural education, as is common in most countries, effectively in Latin America. There was a nominal change to Countryside Education, in the field of social practices and in the official, documental and formal field in the educational system. This article seeks to highlight the foundations for such a change, which finds its basis in rural social movements. The work is carried out by a bibliographic review on the subject, and a documental review, both in official documents of the Brazilian State, and in the documents issued by the collective organization of the movement &#8220;for a rural education&#8221;. The change is qualitative, because from it, a perspective of the right to education for rural people is inserted in the praxis of rural schools, the relationship of the school with the community, with the territory and with local development. It is possible to conclude that the change of nomenclature is not enough to overcome the inequalities of rural education, but rather a movement.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[educación del campo]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[movimientos sociales]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[countryside education]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[social movements]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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