Analytical and propositional questions to transform rural schools into a place

The article aims to present some principles and actions for rural schools to become spaces of belonging, and to incorporate, into their practices, the multi-scalar and contradictory reality of the community where they are located. By doing so, they become places. Based on bibliographic review and participant observation, we highlight the importance and necessity of schools to facilitate: interdisciplinary pedagogical work with students' reality as a reference, collective planning, the study both of Agroecology and field projects in dispute in the country, student self-organization, and the production of teaching materials that are territorially referenced. Thus, we understand that the schools need to build, in everyday life, their meaning for the community by overcoming traditional teaching and exercising an active stance connected to subjective and objective life issues.