Educação do campo, participação social e interculturalidade em Cáceres-MT.

This article aims to analyze the social participation of rural communities in the development of Rural Education policies and practices in the municipality of Cáceres, Mato Grosso, Brazil, considering the recognition of their knowledge, experiences, and territorial identities. The research is based on the understanding that Rural Education goes beyond geographical location, constituting a social right connected to living conditions, culture, work, and forms of community organization. In this context, the study seeks to understand how rural populations participate in educational decision-making processes, what opportunities they have to express their demands, and what challenges they face in exercising their agency. The investigation will adopt a qualitative approach, focusing on participants' experiences and perceptions regarding social participation. An intercultural perspective will guide the analysis of the relationships between knowledge produced within rural communities and knowledge institutionalized through educational policies and school practices. The study is expected to contribute to discussions on the limitations and possibilities of democratic participation in Rural Education, highlighting the importance of recognizing rural communities as active agents in educational policymaking. Furthermore, it seeks to provide insights for strengthening contextualized and inclusive educational practices committed to valuing the identities, territories, and rights of rural populations.