Educação do Campo e Ecologia de Saberes

This work builds provocations about the importance of a comprehensive view of the knowledge that involves the training process in countryside education, assuming that the countryside is a territory of great epistemological diversity, which over time has been marginalized due to the advancement of scientific knowledge over traditional/popular knowledge. This is a qualitative, bibliographical research, theoretically based on Santos (2010), Freire (2014), Caldart (2012) and Arroyo (1999), which greatly contributed to an understanding of the topics in question. This production shows that the training process in countryside education is conducive to an integration of the diverse knowledge that constitutes the human being and his reality, with the ecology of knowledge being a perspective that contributes to the “praxis” of a curriculum that dialogues with the territory of insertion of subjects, contributing to the construction of a critical and emancipatory consciousness.