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This article aims to show some of the pedagogical contributions that rural teachers have received during their process of formation, based on the Procampo project - Bachelor’s Degree Course in Rural Teaching Education, specifically, in the area of the Amazon, in Brazil, which is organized by several Brazilian Public Higher Education Institutions. With this study, the reader will understand that there is a new way to work in practice and theory in a Higher Education degree: the Pedagogy of Alternation, which is composed of two parts: Academic Time and Community Time and has eight leading themes – all of them related to the social environment in which rural teachers live. In this article, the focus will be on the first theme studied: History of life and the Building of Knowledge. The theoretical substantiation is based on some of the researches developed by Arroyo (2000), Arroyo, Caldart and Molina (2009), Caldart (2010), and Peres (2011).

A Construção da Identidade de Professores do Campo: Um Novo Passo Rumo à Valorização da Cultura Camponesa