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The object of this study is the formative trajectory of graduates of the Degree Course in Rural Education at the Federal University of Roraima. The main objective was to identify the challenges of the teaching profession from the perspective of these subjects, based on their formative experience in that course. The research adopted as an instrument for data collection the interview (with 16 graduates), based on the oral history method (Thompson, 1998). The analysis, of a qualitative nature, was structured from the categories: the training path and the teaching profession. The voices of the graduates revealed the importance of this course as an implementation of public policies for the training, at a higher level, of field subjects, which was a dream for most of the survey respondents. In addition, they exposed the difficulties encountered in getting a place to work in rural schools. For most interviewees, the lack of recognition of the course by government entities affects the offer of places in selective and public examinations. Thus, this work aims to expand the debate on proposals for Rural Education.

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O fenômeno da globalização, desencadeado a passos longos, desde o final do século passado, tem resultado em contextos complexos e bastante desafiadores, com a soberania dos mais ricos e políticas cada vez mais hegemônicas. Tem afastado, de certa forma, os países mais ricos dos mais pobres. Pensava-se o contrário até recentemente.Podem-se, assim, enumerar algumas consequências desses fatos para a educação do campo na