The present studies have focus in the thematic of the populations of the field accessing at public university, with base in the analysis of PRONERA – which is The National Education Program in the Agrarian Reform, from PROCAMPO - Program of Support to the Superior Formation in Peasant Education Licentiate and PARFOR -National Formation of Teachers from the Basic Education Plan, from Federal University of Pará. The research analyzes the scenery of the Superior Education and the
modifications in the access system to the university, it presents a panorama about the initiatives of access of the peasants, analyzing courses, financial resources, statistical data and presenting a cartography of the programs in Brazil and in the State of Pará. In the intention of reaching the general objective, which was to analyze the access forms to peasants to the Superior Education, in the period after Law 9.394/96, we opted for a methodology of dialectic approaching, we analyze social, political, and economic relationships established in the context of people's access to higher education rural. It must be clear that we do not take the dialectical method par excellence, because we believe that there are many elements that it cannot be applied by us in the time that research suggests due to only that perspective would allow us the analysis of the reality in subject, looking for the support in the exploration of bibliographies and in the technique of analyses of documents, for subsequent systematic, organization and analysis of the statistical data and of the collected information along the research. The results of the investigation lead to a new axis of analysis of the Superior Education thematic - the Peasant Superior Education, once the access of the peasants, with differentiated methodologies and ruled in the referential of the Peasant Education, became a reality in Brazil. The research points to the amplification of the access to the public universities, with base in the principle conquered by the fight of the social movements and of the peasant education movement, as well as it was identified other particularities that don't match, at first, with what it would be an educational politics leads to the peasant, as it is the case of PARFOR, that, although it is not created properly to assist the peasant students, it has, in Pará, contemplated a significant portion of students/teachers who work in peasant schools.
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