O campo brasileiro se constituiu por meio de tensionamentos históricos que repercutiram em toda nossa organização social como país. Ele foi estruturado na colonialidade que configurou o lugar social em que os territórios e povos camponeses foram posicionados. O objetivo desse ensaio é, portanto, de discutir a relação da Educação do Campo com o enfrentamento da colonialidade. As lutas pelo direito à educação trouxeram a afirmação do campo como território de sujeitos de direito, ao contrário da colonialidade que marginalizou em sua racionalidade moderna os grupos humanos não-brancos e os territórios rurais. Quando já no século XX também os países latinos americanos fizeram sua inserção nos novos arranjos capitalistas, os territórios rurais e suas populações permaneceram associados ao atraso e à ignorância já que o pretendido desenvolvimento e modernização estiveram concentrados na industrialização urbana pela via dependente e subordinada aos interesses dos países centrais. E é aqui o ponto central de disputas assumidos pela Educação do Campo. Ela luta pelo direito à educação, mas associada ao conjunto dos demais direitos que exigem um novo lugar social, político, cultural e econômico dos sujeitos e territórios camponeses. Assim, ela reposiciona o projeto de país e de sociedade brasileira considerando a relevância camponesa em sua constituição e, dessa forma, se faz resistência à colonialidade historicamente estruturante das sociedades latino americanas.

This study aims to map the academic production in Brazil on the paths used for the democratization of the access of peasant peoples to education, present in the literature contained in scientific databases, considering the theoretical framework in the period 2017 to 2022. To do so, a systematic literature review was used, whose typology was the qualitative meta-analysis, using descriptors based on the access of peasant peoples to education in the countryside. The search and survey of scientific productions related to the investigation was carried out, followed by the reading of titles, keywords, and abstracts, to proceed later with the exploratory study of the theoretical framework. The research evidenced that rural education is still an issue to be furthered in the discussions, as well as that the alternating cycle pedagogy has been pointed out as one of the guiding paths for the democratization of rural peoples to rural education. Moreover, it was noticed that the studies demonstrate the importance of the educational spaces not being limited to the classroom and that the pedagogical conceptions should be linked to the insertion of the reality of the rural people as part of the discussions of the contents experienced in the classroom.

The context of this article is the interest in investigating the youth of Escolas Famílias Agrícolas (EFAs), since, in recent decades, Brazilian society has experienced the affirmation of youth as a political category and recipient of social actions. If rural youth also felt the impacts of this new political place, our curiosity fell on the academic production on the selected topic. To this end, a systematic literature review was carried out in the Scielo Platform database, with searches delimited between the years 2011 and 2021. The data were treated through descriptive graphs and tables. The thematic set of research indicates the persistence of historically recurring themes, but also points to the insertion of themes that accompany the issues brought about by the conquest of the new political place of the young category and that have been strengthened in recent years. However, the publication and, therefore, the communication of the researches to the society does not happen in accordance with the distribution of the educational experiences of the EFAs throughout the Brazilian territory. Overcoming this structural challenge requires the resumption of social and political processes that have been dismantled in recent years.