This work addresses the configuration of rural education in Cordoba, Argentina. It includes the history of the primary education system and the inclusion of peasant families, a process that must be recovered so one understands the initiatives of secondary schooling developed by the movement. Educational practices implemented in Peasant Schools are articulated in the frameworks of “struggle for territory” and defense of peasant life versus the progress of agribusiness. We stuck to conditions that made possible the elaboration of the project, the transformation of proposal and its derivation in the headquarters of programs for secondary school termination. We also sought to identify actors, relationships, disputed senses, and tensions across these distinctive school practices.
Public policies; Rural primary schools; Secondary peasant education; Social movements