The paper refers to the phenomenon of the curriculum specificity to which the rural schools had for more than a century in Uruguay and to the rupture registered in 2009 when a common curriculum for rural and urban schools was introduced. The paper analyses the historic circumstances of the rural pedagogy and, in particular, one of its most potent symbolic materiality constituted of the 1949 program for rural education. The analysis show that the challenge to current rural education is not that different to that registered historically: to dialogue with the environment and take maximum advantage of the potential to learn which is provided by the education institutions, the community as well as the multi seried structure group.
rural school; curriculum; program; rural pedagogy