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The objective of this article is reflect on the public politics of Countryside Education denominated "National Education Program in Agrarian Reform" (PRONERA). This Program is an inclusion policy of the peasant class that was always excluded both economic point of view, how much educational. He is guided by five fundamental principles: inclusion, participation, interactivity, multiplication and partnership. There are three strategic advantages for the formation of educators by PRONERA. The first is the elevation educational level of this population. The second is the involvement of these professionals with the community. And the third is the improvement the quality of teaching in schools the countryside in view of use of specific contents and methodologies to reality of the settled –peasants As practical experience of PRONERA, we analyze the Special Course Undergraduate Geography (CEGeo). In this course, were formed peasant graduates in Geography. The methodology used was the analysis of documents of PRONERA and of CEGeo, as well as interviews with peasants, students of the course. We consider that the formation of youth and adults settlers and/or landless, demonstrates the realization of the purpose of inclusion social afforded by PRONERA.

O PRONERA: UMA POLÍTICA PÚBLICA DE EDUCAÇÃO PARA INCLUSÃO SOCIAL DA CLASSE CAMPONESA