The educational public policies aimed at the countryside are structured on the basis of two determinations, one that follows the molds of the capitalist system and another that follows seeks to follow the urban view because it is considered more developed, however, it is evident that urban education follows a logic that is not the same as the education of the field, aspects of curricular standardization, on the other hand the education of the field aims at a teaching model that will dialogue with the reality of the students. The general objective of this research is to investigate the main difficulties that interfere in relating students’ hidden knowledge with the school contents. The methodology used is this study is a Case Study, previously undertaken by Bibliographic Research, supporting a Qualitative Approach, this stage was carried out with teachers of the state school of Primary and Secondary Education Professor Basílio de Carvalho - Abaetetuba/PA. in this study, it is taken into account that the approximation of school daily life with the social reality of the student results in the integral formation of the field, being the basis of a plural and innovative curriculum, based on a democratic education. Therefore, from the analyzes it was possible to identify that the greatest challenges of education in the field are teacher training, fragmented or non-existent curriculum, easy access to teaching, lack of interest in research, and lack of a proper and engagement.
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