RURAL EDUCATION AND RE-EXISTENCE AND THE GLOBAL SOUTH:

Agroecology rooted in the territories

Abstract

Marked by historical inequalities and the impositions of neoliberal and colonial policies, Rural Education affirms itself as a counter-hegemonic political-pedagogical project, forged in the struggles of Social Movements of the Global South and rooted in the practices of resistance and re-existence of peasant peoples. The objective of this study is to understand how this educational proposal resists neoliberal and colonial policies and builds re-existence practices based on Agroecology. The research adopts a qualitative, theoretical-analytical approach, grounded in bibliographic and documentary review conducted in databases such as SciELO and the CAPES Journal Portal (2000–2025). The theoretical framework draws on Altieri (2009), Brandão (1986; 2006), Caldart (2004; 2017), Caldart et al. (2012), Freire (1997), Leff (2006), and Walsh (2009), among others, who discuss Rural Education, Popular Education, and Agroecology as an educational matrix. It is concluded that, even in the face of corporate and international capture of educational policies, Education of the Countryside remains a stronghold of resistance and the creation of new possible worlds. This can be expressed, for example, in the training of farmers—men and women—capable of developing sustainable practices, respecting biodiversity, and promoting food sovereignty.