| Summary: | Based on a research made in qualis A1 and A2 journals and articles published in all editions of the Revista Brasileira de Educação do Campo (2016 - v.1. - Jan / jun to 2020 - v.5.), in a total of 11 editions, we tried to identify the works that resorted to the theoretical field of Post-Structuralist Cultural Studies to do their analysis. This article results from the bibliographic studies of a research project, linked to the Academic Department of Human and Social Sciences (DACHS) of the Federal University of Rondônia - UNIR - Ji-Paraná Campus, which aims to identify and analyze how they are produced and negotiated the identities and differences of children and youth in the Ji-Paraná/RO countryside, the result of insertion in the urban educational space. The project in its initial phase sought to investigate in scientific journals, whether Cultural Studies has contributed to the analysis of Rural Education in Brazil. It is understood that an investigation based on Cultural Studies, contributes to problematize how children and young people victimized by the public policy of closing rural schools, have become hostages of school transport to urban schools. It appears that the studies undertaken in Brazil are very small, which resort to Cultural Studies to problematize Rural Education.
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