SCHOOL TRAJECTORY OF RURAL POPULATIONS AND PEASANT EDUCATION:

AN INTEGRATIVE REVIEW

Abstract

We aim to discuss critical and/or successful points of Rural Education according to the school trajectories of peasant students related to higher education, through an integrative review using the PRISMA model carried out on the Portal Periodicals CAPES, between 2014-2019, by the keywords: “rural education” AND “university trajectory”, “academic trajectory”, “university students”; “alternation pedagogy” AND “higher education”. After filters and eligibility criteria, of the 2140 articles found, 11 remained for discussion, which addressed the following categories: a) school trajectories of young people from the countryside not permeated by Peasant Education (commuting migration and rural exodus; gender; permanence policies; stereotypes and identity construction); b) school trajectories permeated by Peasant Education (Pedagogy of Alternance related to permanence in the countryside and in higher education). We conclude that these trajectories appear to change considerably when they are or are not linked to Peasant Education policies.