This work aimed at studying the contributions from the alternative rural educational practices in the process of construction of local development. In this context the study sought to understanding the manifestations of local development expressed in Comunidade do Giral-ES (Giral Community) and its relationship with the incorporation of knowledge by means of rural education. So, the variables related with the pedagogical practices which adopt the Alternance Pedagogy, its role in the building of the local development, its practice in the rural multicultural revalorization and its performance in the transforming performance of the subject as an agent of his own history. For the obtainance of information qualitative research techniques were used, for we see it as the most adequate in identifying the dimensions of local development and its relativization with rural education. It was verified that the educative practices acting in the community, for adopting an alternative pedagogic model expressed by the Alternance Pedagogy, provide the families with the opportunity of contraposition to the needs they face. In this context of changes which rural daily life is undergoing education becomes a factor of fundamental dimensions in the proceeding and consolidating of changes in the relationship with that new emerging reality, which involves family agriculture. One may conclude that a transforming rural education collaborates with the generation of capacity in the student so he will interact and transform his reality.


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