This article is an experience report with a descriptive-analytical procedure. By discussing the education of K-12 teachers in Brazil, it highlights the need for a dialogue between educational processes and the context of public schools. It presents the Pibid as an alternative that enables that part of the teacher's training may take place in public schools. It differentiates the Pibid Diversidade as a demand of rural and indigenous schools which aims at the construction of pedagogical practices in partnership with subjects from the countryside. It discusses the potential of this program to strengthen the Countryside Education being built in Brazil. It presents the results of a project developed in the community of Santa Luzia, Minas Gerais state.
Teacher Education; Pibid; Countryside Education; Pedagogical Practices