Abstract

This article aims to analyze the progress of Rural Education as a public policy, access to technological development, and the use of its resources in teaching and learning in Rural High Schools located in agrarian reform settlements in the state of Ceará. It is based on documentary research data and theoretical foundations supported by Diniz (2019), Caldart (2004), Almeida (2005/2006), Santos (2016), Molina (2006), Freire (2015/2019), among others. In the first part of this work, we will focus on the historical context of Rural Education. Subsequently, we will present the concept of Rural Education and highlight the differences that exist between Rural Education and other forms of education. Emphasizing these differences is important for understanding the significant role that the rural movement plays in the protagonism of Rural Education for the rural population. In the second part, we will discuss how technological resources are integrated into Education as a pedagogy. In the third part, we will present the challenges of using technological resources in Rural Schools located in agrarian reform settlements. Considering this entire process, we can highlight that the teaching and learning processes, through the integration of technology, are part of the school curriculum, but there are limitations and lack of investments that go beyond the power of the Rural School.

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