This paper discusses the historical context of educational practices that emerge from the needs of different social groups to have access to education. It points out how Popular Education is one of the pedagogical bases that constitute rural education. The latter is understood as a social and political practice present in all the teaching and learning processes and is here discussed within the particular frame of rural schools. Such practices come from initiatives built to improve didactical and organizational models in scholar curricula. To develop this discussion, after oulining the area to be debated and its historical construction, the text develops a dialogue between what is identified in pedagogical practices and what is thought to be problematic in school’s knowledge acquisition. This analysis reflects on the problematization perspective of the activation of alternative proposals in the rural school’s curricula dynamics.
Rural education; Teaching; Curriculum; Educational practices