2026-05-272026-05-272024-03-21REIS, Herique Heber dos Santos. No campo das ideias, nem todo silêncio é paz: interfaces entre Educação do Campo, paradigmas em disputa e a (re)existência territorial camponesa. Orientador: Adolfo da Costa Oliveira Neto. 2024. 193 f. Tese (Doutorado em Geografia) - Instituto de Filosofia e Ciências Humanas, Universidade Federal do Pará, Belém, 2024. Disponível em: https://repositorio.ufpa.br/handle/2011/18256. Acesso em:.https://repositorio.ufpa.br/handle/2011/18256This study aims to conduct a theoretical debate on Space, Territory, and the conflict of Paradigms within the Agrarian Question and its reflections on Rural Education. The spatial vantage point of the research involves the Dalila Afonso Cunha state school, which plays a significant role in serving various peasant communities with distinct territorial dynamics. Rural Education, as an immaterial territory in dispute, seeks to produce and reproduce knowledge that is contextualized and linked to the reality of students living in the agrarian space. The structure of this study encompasses four chapters. The first and second chapters will establish the conceptual foundation, focusing on the method of geographic historical materialism, procedures, the categories of Space and Territory and their developments, as key research categories, besides the paradigmatic debate of the Agrarian Question and construction of the approach of ATC (Autonomous Peasant Territories) which arises from the theoretical debate among territory, peasantry, and paradigms. The third chapter addresses the challenges of rural education in the Pará Amazon, especially, the closing of rural schools and the educational projects in dispute. The fourth chapter will consist of an analysis of the territories of the communities served by the Dalila Afonso Cunha school and the operation of Rural Education in this context. It will investigate the specific challenges faced by the school in promoting territorially inclusive and quality education, adapted to the unique needs of each community. This chapter discusses how the school seeks to integrate territorialities into the school curriculum, aiming to provide education that is representative of the students' experiences, conflicts, knowledge, and territorial living. Methodologically, this research adopts the procedures of a multidisciplinary approach, using qualitative methods such as participant observation and interviews, in addition to the analysis of geographical and cartographic data. The results of this research may contribute to an understanding of the challenges faced by Rural Education at the Dalila Afonso Cunha state school, while also providing inputs for the development of more effective educational policies and practices tailored to the intrinsic needs of peasant communities and their territories in Pará.Acesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/EspaçoTerritórioEducação do CampoComunidades CamponesasEscola Estadual Dalila Afonso CunhaTCA (Territórios Camponeses Autônomos)SpaceTerritoryRural EducationPeasant CommunitiesDalila Afonso Cunha State SchoolATC (Autonomous Peasant Territories)TeseCNPQ::CIENCIAS HUMANAS::GEOGRAFIADINÂMICAS TERRITORIAISORGANIZAÇÃO E GESTÃO DO TERRITÓRIO