This paper analyses the relations between schooling (configured in the Rural
Familiar House) and the strategies for reproduction of the social organizations, representative
of the peasants in its interface with the families of the farmers in the Transamazonian region,
pionnering front of the colonization of the West of the Pará State (Brazil), especially in the
town of Medicilância. This school, thought through this social and collective agents in a
national and regional setting of public-making of the scenes that weaken the agriculture of the
countrymen basis, starting in the mid-90s, has been an instrument of social conflict. The tensions in the social space, interpreted as ‘crisis of the basis’ and ‘crisis of the production systems’, had simultaneously drawn a ‘formation crisis’ in which the purposes of
the school were built through socio-economic and political challenges. This setting had
established the young farmers as a social category invested in the collective expectation of
becoming, under the mediation of the RFH, agricultural technicians and/or managers, in order
to give continuity to the group (either the agents, in the land of the social/ union and
community-religious or in the families, in the agricultural succession and in the social
position). The repercussion of the RFH in the farmer’s condition of the youth are analysed
from quantitative and qualitative data, taking as reference the interests and investments of the
social agents, the families, as well as the socio-professional insertions of the land and/or in the
city of this youth after the schooling. The results of the RFH, considering this school as organized collective strategy that
attempts to transforming for conserving the field of conflicts while system of objective
relations of the social group that constitutes it, reveals that it has made possible the
permanence of the young farmers on the land under several arrangements in which the
relations with the peasants, the city, the technical/ school knowledge, and the ethics of work
and relation with the “surrouning” land/ nature overlap. At the level of the domestic groups
and of the rural collectivity (in which the representative organizations of the studied group are
included), the social position of the young ones is charaterized by forms of visible social
distinction in the socio-productive practices endorsed in the school capital, as well in the
position of mediator managers and technicians.
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