This article, the result of a broader research, explores the identity and belonging function of teachers when representing the rural school. We developed a qualitative study designed as a field research and we had the participation of 35 teachers from a municipality in the interior of the state of Pernambuco. As a collection instrument, we used the semi-structured interview. The analysis of the testimonies revealed that the social representations of Escola do Campo of the teachers are marked by a symbolic content that puts the countryside and the city in opposition, privileging it to the detriment of peasant culture. Consistent with the representations identified, we found that the teacher at Escola do Campo does not reveal identification and/or belonging to the reality in which he works. This non-belonging is linked to teacher turnover between schools, the way in which teachers are assigned to schools, temporary employment and also because they are people living in the city. In view of the results, we point out the need for joint reflections and interventions on the part of the municipal education management and the rural peoples in order to comply with the legal principles and ideas of Rural Education, to prevent Escola do Campo from contributing to diminish life in the countryside.
