RURAL EDUCATION: CURRICULAR PERSPECTIVES, TEACHER TRAINING, AND CONTEXTUALIZATION

Abstract

This article aimed to discuss the importance of social movements in the construction and consolidation of an education focused on rural populations, recognizing and valuing their cultural practices, identities, and ways of life. In this context, Rural Education emerges as a response to the historical demands of these communities, seeking to adapt educational practices and policies to their specific characteristics, needs, and sociocultural realities. Based on this perspective, the general objective is to analyze the trajectory, challenges, and conceptions that shape the education and training of these professionals. To achieve this objective, the study investigates the history and development of Rural Education in Brazil; examines the origins and consolidation of this educational modality in the state of Maranhão; explores the role of alternation pedagogy in teacher education focused on rural contexts; identifies the main challenges faced by teachers working in this context; and, finally, analyzes future perspectives for their professional training. This is a qualitative, basic research study with an exploratory approach, developed through bibliographic and documentary analysis. The results demonstrate that future perspectives for teacher education in Rural Education point to the need for an integrated and multifaceted approach that combines technological innovation, methodological renewal, and professional appreciation. Furthermore, they reinforce that teacher education should be continuous, contextualized, and aligned with the specific characteristics and real challenges experienced by rural communities.