The objective of this text is to characterize the genesis of rural education's practice and conception, noting the land concentration and the property concentration as structural elements generating social inequality. It's purpose, is also, to highlight the main achievements that took place from 1990 to 2012 within the rural education, and point out legal disputes regarding the right to higher education among the people of the field. The reflections presented in this article are from bibliographical and documental researches, as well as empirical studies conducted from 2002 to 2012. We make the core assumption that rural education is the result of collective experience built by movements and organizations of rural workers.
Rural education; Inequality; Educational policies