2022-03-172022-03-172021-09SANTANA, Ronaldo Henrique; FREITAS, Suziane Pereira de; FORMIGOSA, Marcos Marques. Educación de campo y educación multiana: reflexiones y desafíos en una escuela transamazónica. Revista Paradigma, online, v. 42, n. 3, p. 408-428, set. 2021. DOI: https://doi.org/10.37618/PARADIGMA.1011-2251.2021.p408-428.id1137. Disponível em: http://repositorio.ufpa.br:8080/jspui/handle/2011/14046. Acesso em:.2665-0126https://repositorio.ufpa.br/handle/2011/14046Based on the theoretical and practical aspects involved in the conception of Rural Education and in the relationship established in the pedagogical practice within the classroom and in the teaching-learning processes in a multiannual class, the present work aims to discuss the challenges of work teacher in the implementation of the school curriculum in the context of a country school, called EMEF N. Srª. dos Remédios, located in a street that crosses the BR 230, in the municipality of Pacajá, State of Pará. The main point to be dealt with is the complex historical processes that culminated in the proposal of a Rural Education that opposes the caricatured idea of a rural, backward and merely reproductive education. Based on a bibliographic research and the performance of semi-structured interviews with school teachers, we will present the discussions about the difficulties listed by such professionals in the exercise of their work with a multiannual class and the territory in which the school is inserted, in the intricacies of the transamazônica.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Educação do campoEscola do campoClasses multi anoRural educationCountryside schoolMultian classesArtigo de Periódico10.37618/PARADIGMA.1011-2251.2021.p408-428.id1137