The Youth and Adult Education is a teaching modality with its very own characteristics inherent to the public that is part of it, young people and adults, who have accumulated knowledge and experiences in their life trajectories. In the context of school training, this knowledge is insert as fundamental in the development of pedagogical practices supported by dialogical relationships. The present work announces a research carried out in the context of the training of former students of the Technical course in Farming Integrated to High School, in the modality of Youth and Adult Education, of the Federal Institute of Pará, Castanhal Campus, in the search to reflect on the dialogue of knowledge and the pedagogical practices experienced in the professional training of young and adult subjects from the countryside. The investigation aimed to reflect on the pedagogical practices developed in training and which favored the dialogue of knowledge of the educators and students of the course. We sought to bring to the reflections of the research the essential aspects of the Youth and Adult Education in Brazil, historical course, statistical overview, experiences and practices, addressing the specifities of education of the subjects who live in the countryside. In the case of the young and adult education, the pedagogical practices developed are articulated with the knowledge and life experiences of students, in a dialogical relationship between the subjects of the educational process. In this sense, we sought to conduct the analysis from the understanding of knowledge of young and adult subjects from the countryside, and how this knowledge is mobilized in order to dialogue with school training practices developed by the educators in their teaching action. This is a qualitative research, developed by the case study method, with application of questionnaires and interviews to the educators and former students of the course, and that were examined by the content analysis technique. The results of the investigation showed that the pedagogical practices developed in the training of the research participants subjects were diversified, they were based on the dialogical relationships and recognition of knowledge, experiences and practices of the students.
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