Identities, beliefs and values of the rural youth in urban school contexts

This article presents the notions of underlying beliefs and values of rural youth and the incidence of the school in the reconfiguration of their identities, in order to recognize them as social subjects in the development of their particular contexts. It was worked a qualitative approach, based on the ethnographic methodology, from a hermeneutic and double reflexivity perspective. Ethnographic survey, participant observation, field diary, focus groups, research workshop, semi-structured and in-depth interview with 62 students and 10 middle school teachers were all applied for the collection of the information. According to the results, the rural youth make from urban schools spaces for interaction and a new meaning of identities, in (their) search of a place and being recognized in society.