The practice of Rural Education and the agrarian paradigms in Geography

The purpose of this article is to establish the relationship between the theoretical conceptions of the agrarian studies and Rural Education, in order to advocate for an education consistent with the needs of both men and women in rural areas as well as their children. An education that values their lifestyle, strengthens their political and economic organization that will produce knowledge to improve the quality of life in the rural context. The methodology adopted in this paper was conducted by means of analysis of authors who have constructed the original paradigm of Rural Education, where it is the product of the materiality of land disputes in the countryside and the peasant movements, fostering resistance and the conquest of/in the peasant territories, which allowed their recreation as a social class and as a lifestyle. The analysis starts by assuming that the interpretation of the field of Rural Education is based on the ideological assumptions of the peasant tendency of the Paradigm of the Agrarian Issue.