[1] Bruziguessi, E. P. (2010). Recreating Training in Agricultural Science for a Performance with Greater Social Commitment: A Case Study of the Agrarian Residence Program at the Federal University of Ceará. Masters in Sustainable Development, Brasília: University of Brasília.
[2] Caldart, R. S. (2008). About Field Education. In C. Santos (Org.), Countryside, Public Policies and Education (pp. 67-86). Brasília: NEAD.
[3] Canário, R. (2000). Adult Education: A Field and an Issue. Lisboa: Educa.
[4] Caporal, F. R., & Ramos, L. de F. (2007). From Conventional Rural Extension to the Rural Extension for Sustainable Development: Addressing Challenges for Breaking Inertia.
https://www.socla.co/wp-content/uploads/2014/Da-Extenso-Rural-Convencional-Extenso-Rural-para.pdf
[5] Diesel, V., Garcia, J. V., Neumann, P., & Froehlich, M. (2009). Why Doesn’t the New ATER Get off the Ground? An Analysis of Students’ Views of the Agrarian Residence Project at UFSM. In M. C. Molina, G. S. L. Esmeraldo, P. S. Neumann, & S. M. P. P. Bergamasco (Orgs.), Field Education and Professional Training: An Experience of the Agrarian Residence Program (pp. 386-408). Brasília/DF: MDA.
[6] Fernandes, B. M., & Molina, M. C. (2004). The Field of Field Education. In: M. C. Molina, & S. M. S. A. Jeusus (Orgs.), Contributions for Building up a Project of Field Education (4th ed., Vol. 200, pp. 53-90). Brasília: Articulação Nacional.
[7] Freire, P. (1978). Pedagogy of the Oppressed (9th ed.). Rio de Janeiro: Paz e Terra.
[8] Freire, P. (1983). Extension or Comunication. Rio de Janeiro: Paz e Terra.
[9] Freire, P. (1992). Pedagogy of Hope: A Reencounter with the Pedagogy of the Oppressed. Rio de Janeiro: Paz e Terra.
[10] Gadotti, M. (1998). Education and Power: Introduction to the Pedagogy of the Conflict (11th ed.). São Paulo: Cortez.
[11] INCRA (2015). National Institute of Colonization and Agrarian Reform (INCRA).
http://www.incra.gov.br/reforma_agraria
[12] Lima, I. de S. (2009). University Formation for Family Agriculture and Field Education: An Experience of the Agrarian Residence Program in Pernambuco. In: M. C. Molina, G. S. L. Esmeraldo, P. S. Neumann, & S. M. P. P. Bergamasco, (Orgs.), Field Education and Professional Training: An Experience of the Agrarian Residence Program (pp. 159-169). Brasília/DF: MDA.
[13] Molina, M. C., Esmeraldo, G. S. L., Neumann, P. S., & Bergamasco, S. M. P. P. (Orgs.) (2009). Field Education and Professional Training: An Experience of the Agrarian Residence Program. Brasília/DF: MDA.
[14] Molina, M. C., Mourao, L., & Freitas, H. (2010). Field Education Policy in the Brazilian Public University. CD-ROM Meeting VIII Latin American Congress of Rural Sociology, 2010, Porto de Galinhas, VIII Congress of Alasru, 1, 20 p.
[15] Molina, M. C. (Org.) (2010). Field Education and Research II. Brasília: NEAD.
[16] Moscovici, S. (1978). The Social Representation of Psychoanalysis. Rio de Janeiro: Zahar Editores.
[17] Santos, C. A., Molina, M. C., & Jesus, S. M. S. A. (Orgs.) (2010). Memory and History of Pronera: Contributions for Field Education in Brazil. Brasília: Ministry of the Agrarian Development.
[18] Silva, L. H. (2009). Education, Countryside and Citizen Awareness: Social Representations and PRONERA Students’ Pathways. In 32nd Annual Meeting of the ANPEd (23 p). Caxambu: ANPEd.
[19] Silva, L. H. (2010). Conceptions, Practices and Dilemas of the Countryside Schools: Pedagogical Alternation in Focus. In A. Dalben, J. Diniz, & L. Santos (Orgs.), Convergences and Tensions in the Field of Training and Teaching—Didactic and Practical Collection of Teaching (Vol. 1, pp. 425-440). Belo Horizonte, MG: Autêntica.
[20] Silva, L. H., Costa, V. A., & Rosa. W. M. (2011). Youth and Adult Education in areas of the Agrarian Reform: Challenges of Training of Field Educators. Revista Brasileira de Educação, 16, No. 46.