Abstract
Rural education is the result of the transformation of values and practices in civil society presented as a policy of the rural social movement. In this paper, we explore the proposal of inclusive rural education based on a study conducted in a teacher education course on that topic. Rural education is an open space to work on inclusive education ideas, since its practices are guided by a non-traditional model of education that values the subjects involved in the process. This teacher education work was guided by reflection on the topic in four meetings conducted for the Master’s research of one of the authors. In this article, we analyze the discussions and discourses of the second meeting, since it was the beginning of the construction of a reflective space open to possibilities. The reflection of future educators on issues that they will deal with in classroom appeared as a very interesting point for collective construction in undergraduate courses in rural education and for a real and contextualized possibility of inclusive rural education.
Teacher education; Rural education; Reflective practices; Inclusive education