The subject matter of the investigation is the representations of teachers working in basic education schools located in a rural town in the semiarid northeast of Brazil, where a municipal policy of education proclaimed as living with the semiarid and as the oral memory of the experience of the other was developed for two terms stakeholders.. The goal is to identify their impacts and the presence of otherness as a condition for overcoming the city and country dichotomy and the guarantee of education as a human right and of the scientific, technological and social state / region / country in favor of the subject of rights. The methodological approach appears as qualitative research that focused on case study and biographization, along with the written and oral reports of other protagonists of the policy of coexistence with the semiarid. The results show the ineffectiveness of this policy and not to the urgent need for public policies that assure a school network and its own policies of wealth distribution and recognition for the field.
Alterity; Education; Living with the semiarid; Effectiveness of public policies