The article discusses the education policy that is intended for rural populations. It aims to analyze the concepts that inform rural education and the Active School Program in order to capture the contradictions that pervade the State policy for these populations. And through that, understand the reasons why the New School, identified as Active School, was reissued into a reality and time other than those from which it originated. The article starts from the appearance materialized in the State strategies, which are made explicit in the documents that guide the implementation of the Active School and rural education, and aims to penetrate the essence that informs such strategies. The discoveries and exploration of issues that may result from this analysis might be useful for researchers and educators committed to rural education, and state the relevance of this work.
education policy; rural education; Active School