Its main objective is to present reflections about the concept of rural education, in the context of social movements, considering that there is a different look at rural schools compared to urban schools, with a view to developing the process of teaching and learning to from educational technologies for those who make up the rural community In this investigation, the universe of values, motivations and histories of individual and collective subjects was considered, in order to explore the diversity of materials linked to social movements, in addition to legislation dealing with education in the field in Brazil. In this reality, the implementation of technologies in rural schools becomes predominant. It is at this moment that Pronera appears, the result of social struggles, with an objective to expand the offer of professional qualification and, in this way, the knowledge acquired through technological means can add new identity values, in the valorization of rural society as an individual. We conclude that rural education dialogues with the values and struggle for land. In this juncture, rural education can be a tool for understanding the educational demands defended by social movements, collaborating for all of society in general, especially for those who live in the countryside countryside, and countryside.
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