This study refers to the training rural teachers and the narratives that lead to resistance practices in the rural. The objective is to reflect on how education in the countryside contributes to the protagonism of educational practices of resistance in the countryside. The methodology of this study wasbased on a qualitative approach, rural research and life history, with the support of participant observation, from a semi-structured interview conducted with three teachers who graduated through the Degree in Rural Education, class 2015, from Federal University ofPará (UFPA), campusTocantins, Cametá, Pará. Our research locus is the community of Vila do Carmo, where the subjects were interviewed. It is noteworthy that it is a community in Baixo Tocantins, city of Cametá –Pará. It was noticed that this study strengthened educational practices in the countryside and encouraged educators to recognize their cultures and identities within the school.
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