The education of the country comes from an ample process of ressignification of the concept "rural space" -historically understand as subaltern social space - to the concept "country", as a pedagogical space. From the conceptual dispute about this space, there are also reconfigured epistemological matrices. The goal of this article is, on the one hand, to understand why the "rural space" was sociological reconstructed in a new concept "country", taking off some theoretical consequences of this process and, on the other hand, to demonstrated some aspects that evidence this epistemical new ordination. From these evidences it is pointed about the necessity to affirm the education of the country as a construction of knowledge in the diversity.
Rural Development; Diversity; Education of the Country