Rural youths, territorialities and Rural Education: theoretical dialogues

Abstract

This article offers a theoretical reflection on rural youth, territorialities, and Rural Education, articulating these categories from a critical and situated perspective. We understand that rural youth do not constitute a homogeneous category, but rather a field marked by tensions between belonging, mobility, exclusion, and resistance. Youth territorialities are understood as symbolic and political constructions, expressed through the bonds, memories, and everyday practices, which young people develop in relation to the territories they inhabit and imbue with meaning. Rural Education is discussed as a political-pedagogical project that recognizes rural subjects in their diversity, generating formative processes rooted in reality. As a contribution, the text reaffirms the importance of theoretical dialogues that go beyond naturalized and fragmented interpretations, valuing rural youth as subjects of rights, memory, and future.