Abstract
This research aims to reflect on the construction of the identity of rural schools, having as reference the dimensions: pedagogical, teacher training, infrastructure and politics. The methodological procedures are based on the assumptions of Qualitative Research, from a critical perspective, through the technique of document analysis of the Rural Education Policy, in interface with the theoretical framework that supports reflections on cultural identity, modernity and Rural Education. The results point to the interdependence of the aforementioned dimensions in the construction of the identity of rural schools. In conclusion, it is highlighted that the dynamism of the modern world covers these dimensions and requires constant reflection on demands that are not always new.
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