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The article stems from a completed research and focuses on  practices of two teachers in dealing with a group of children living in rural areas and attending an urban public school. Aimed to understand how occur the educational relationships between teachers and children in daily teaching practices. The group was composed of eleven children in the third grade of elementary school and two teachers. Of the qualitative perspective, participant observation was performed in two school spaces where children lived with teachers. With record in field diaries, all material collected was categorized by content analysis and discussed in the light of the chosen literature. Noteworthy are positive relationships between teachers and children, expressed by the actions of children to go to school and the enables the exchange of knowledge among peers and learn school knowledge. The results also revealed difficulties in pedagogical practices with the rural population inserted in the urban school, especially in  differences in living contexts that pervade the countryside where children live. There is an implication in the experiential knowledge built in school, which lead to the reflection on the training of teachers to work with countryside children.

Relações educativas de professoras com crianças de zona rural: uma leitura das práticas pedagógicas em um contexto de escola urbana