| Resumo: | Rural Education is a pedagogical proposal conceived collectively, resulting from the articulation between socio-territorial movements, educators, researchers and rural communities. In this context, this thesis aimed to reflect on Rural Education and the educational practices of Geography developed at the Dom Francisco de Aquino Corrêa School, located in the municipality of Poconé, state of Mato Grosso, taking as a time frame the period between 2021 and 2024. The choice of this theme is based on the pressing need to understand how the pedagogical practices, public policies and curricular structure of the institution dialogue with the fundamental principles that guide Rural Education. The analysis undertaken made it possible to identify advances, limitations and challenges inherent to the consolidation of Basic Rural Education in the municipality, based on the critical examination of the curriculum, the implementation of Geography teaching practices and the interaction with current public policies. The research was designed using a mixed methodological approach, encompassing both qualitative and quantitative perspectives, and using various procedures, such as bibliographic review, participatory research, documentary analysis and field investigation. Instruments such as questionnaires, photographic records and the assessment of reports prepared by students were used to collect data. The results showed that teaching Geography is a strategic pedagogical tool, capable of promoting the appreciation of socio-territorial relations, local popular knowledge and contributing to the recognition of students as historical subjects linked to rural areas. This process proves to be fundamental to fostering active resistance against the logic of subordination imposed by the capitalist system, driving the (re)production of socio-territorial relations guided by social justice and sustainability. Thus, it is concluded that the curricular organization based on the socio-territorial reality of rural areas, when articulated with specific public policies that are sensitive to the demands of the countryside, plays a crucial role in the consolidation of emancipatory pedagogical practices. However, such progress faces obstacles arising from the guidelines established by the Mato Grosso State Department of Education, which sometimes impose limitations on the pedagogical autonomy of rural schools. Given this scenario, it is argued that the teaching of Geography, structured based on contextualized educational projects, contributes significantly to the construction of critical learning, linked to the socio-territorial singularities of students. The evaluation of the impacts of the curriculum and public policies implemented in Basic Education in the Countryside in Poconé allows for an in-depth reflection on their progress and limitations, allowing the design of educational strategies that are more consistent with the reality of rural subjects. Thus, public policies, curriculum and pedagogical practices have a direct and decisive influence on the education of students, both in the didactic-pedagogical sphere and in administrative management. These elements can be instruments for strengthening school practices committed to emancipation, or, conversely, become obstacles to their full implementation. Therefore, recognizing that Rural Education must emerge from the socio-territorial specificities of each community, it is imperative that its guidelines ensure the defense of the (re)existence of rural subjects in their territories, guaranteeing them the inalienable right to social justice and environmental sustainability.
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