This research, constructed in the form of an academic memorial, addresses rural education. The question that moved this research was: what factors related to education in the countryside distance the riverside peasant subject from the classroom? How does the training of teachers who work in riverside schools happen? Tracing the following objectives: to reflect on the education offered to the riverside people and the factors that keep them away from the classroom, causing many not to complete even Elementary School. And, as specific objectives: Identify the reasons why many riverside students are unable to complete the stages of Basic Education; Describe the methodologies used by teachers who work in riverside schools; reflect on the initial training of teachers who work in riverside education in the municipality of Gurupá - Pará. The methodology chosen was a descriptive autobiographical and bibliographic research, as it allows us to carry out reflective analyzes between theoretical approaches and lived experiences, with a qualitative approach, to theoretically endorse this work, I will be using the approaches of some authors such as: Freire ( 1987, 1996) and Hage (2010). Being structured in five chapters, ending with considerations regarding the findings of the research in which I was able to conclude that, despite education being a right for all, validated by official documents, which bring as a state obligation the access and permanence of the student in school, that we cannot attribute the problems of rural education to the teacher alone. However, their training and consequently their performance in a way directed to peasant subjects could alleviate the difficulties in building the learning of these students. Therefore, this practice should be centered on enforcing the construction of knowledge.
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