The present work aims to understand how the educational practices produced by
teachers, technical management and coordination team impact the movement of
teaching, learning and guaranteeing the rights of subjects in Rural Education.
Methodologically, the research was developed from a qualitative approach, using as
data collection techniques, the semi-structured interview and documental analysis. For
data analysis, content analysis was used. The locus of the research is a rural school,
located in Vila de São Jorge, in the interior of the municipality of Igarapé-Açu/PA. The
investigation was based on the theoretical framework of rural education, especially its
legal parameters. The results of this research show that there are signs of the
development of rural education in the studied school, based on school knowledge
combined with traditional experiences and knowledge. On the other hand, we identified
certain ways that compromise the pedagogical practices developed in this school
space, which were related to infrastructure problems such as inadequate
environments, insufficient and out of context materials, and also the absence of
inclusive, emancipatory public policies. However, there is an engagement of the school
in general and of the educators in particular towards human formation guided by the
guarantee of rights in the context of the community. Reaffirming that one also learns
with knowledge, actions and knowledge produced by the people of the countryside.
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