Pedagogy of alternation, over time, has become a methodological mark of rural education. This is because it is a very inclusive proposal that values the intercultural knowledge of each student. This study aims to present the results of an investigation that took place in the PROEJA Agricultural Course from a Federal Institute of Education, Science and Technology of Pará. The applied
methodology was based on a qualitative examination focusing on the analysis Bardin's contente (2010), from the application of questionnaires directed to students. The results demonstrated that there is a latent desire among the students-farmers participating in the research to preserve the knowledge learned in the community, which maintains their identities and traditions, but also highlighted the importance of learning academic knowledge to strengthen traditional knowledge. Therefore, it is clear how important it is for everyone to assume their role: the teacher - who values the knowledge that students already bring and the students, who learn new knowledge and share in contexts consistent
with each situation.
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