The present work intends to go through the context of absence of education in the
countryside, in order to present approaches that explain the reality experienced by rural
students in the education process. The research developed has the general objective of
investigating how these students were treated at the school in the urban area, in the face of a
period that required so many transformations, as was the case of the new Corona Virus
(COVID-19) pandemic. In order for this investigation to take place, theoretical research was
used, in search of established works on rural education and recent productions focused on
basic education in times of pandemic. For the theoretical discussion, we turned to authors
such as Caldart (2004), Saggiomo et al. (2012), Santos (2018), Soares (2018) Vieira and Ricci
(2018) Azevedo and Neves (2021), Macedo et al. (2021). Field research was also carried out,
in the hope of understanding through empirical observation how this reality unfolded at the
Silva Dourado State School, in the municipality of Arraias, TO. Access to data was carried
out through documentary research, mainly in legislation and public planning (PME de Arraias
and PPP da Escola); the application of a questionnaire with closed and open questions, for the
principal and teachers of the school; in addition to an interview with the Regional Director of
Education of the Department of Education, Youth and Sports of the State of Tocantins in
Arraias (TO). With the considerations in view of the data obtained, it is understood that the
challenges experienced by these students is a very clear reality that has worsened in the
context of the pandemic. Thus, it is pointed out that urgent repairs and initiatives are needed
in the structure and in the teaching and learning process, in order to promote conditions for
progress in the lives of these students, so that the impacts generated, especially in times of a
pandemic, do not reflect over a period of time all life
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