ADDRESSING HISTORICAL INEQUITIES

This paper critically examines public policies aimed at enhancing rural teacher education in Brazil. Although social movements have advocated for distinct rural education policies and some educational programs have been introduced to address challenges in the countryside, significant disparities remain. The analysis underscores the gap between policy intentions and implementation, particularly in the North and Northeast, where structural inequalities exacerbate issues such as inadequate infrastructure, teacher turnover, and socio-economic barriers. It advocates for a participatory approach that integrates rural communities into the policy design process to better address cultural and contextual needs. Drawing on principles from critical pedagogy and rural sociology, this analysis proposes strategies for developing inclusive, responsive policies that bridge the rural-urban educational divide, improve teacher retention, and ensure sustained governmental commitment.

Raimundo Nonato Colares Camargo Júnior

Nilton Varela Hitotuzi

Mauro Marinho da Silva 

Edivalda Nascimento da Silva

Welligton Conceição da Silva

Márcio Luiz Repolho Picanço

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