The issue of rural education and/or farm, though still lacking of research, has been increasing in the discussions  and  studies  on  Brazilian  family  farming over  the  recent  decades.  This  is  due to  the recognition of the contribution of education to rural development. If, on the one hand, the State has the responsibility to recover this social aspect, on the other, social movements work together or in parallel with the actions of the State's struggle for their right to equitable quality education to which offers to other  social  classes.  In  this  thematic  approach,  an analysis  of  the Active  School  (Escola  Ativa) Program (EAP) provides the educational process of the Brazilian rural services. The EAP, based on the Colombian  Escuela Nueva–  Escuela  Activawas officially implemented in Brazil by the Ministry of Education  and  Culture  in  1997.  This  program  has been considered  as  the  first  government  system geared to the needs of the rural population with the children in the multi-seriated school system. In 2008, the program was expanded throughout Brazil and it was implemented in the city of Salinas, State of Minas Gerais in 2009. The Main Objective of this study is to analyze the implementation of the EAP/MEC/SALINAS - State of Minas Gerais, in terms of teacher training and pedagogical practice to check  the  socioeconomic, cultural and  conditions  of life  of  farmers  in  the  region  covered  by EAP/SALINAS schools. A qualitative research approach has been carried out to understand how the dimensions of training and teaching take into account the local situation of the children of farmers, in order to improve their living conditions. In this context, the thesis defines the historical process of the development of public policies for rural education in parallel with the role of social movements in the claims and proposals for agricultural education based on their interests. It also shows the theoretical content of social analysis and education dedicated to the living conditions and education in rural areas. Discussions  also  on  the  EAP  filing  reflects  the  new time  should  be  given  to  the  teaching  of the agricultural population and the possibility of the  contribution of education to rural development. The characterization and analysis of the EAP in the city of Salinas has guided this framework of reflective and analytical content. The results show some progress, but also contesting the original hypothesis, i.e., consideration of the ineffectiveness of the variables and the socioeconomic and cultural conditions of life in the educational process of the EAP in the city of Salinas, State of Minas Gerais.