1 Introduction

Rural Education emerges as an essentially inclusive and transformative concept, aimed at valuing the cultural identities and socioeconomic realities present in rural communities. In this context, understanding the dynamics of Rural Education is crucial to recognize the intrinsic importance of this approach in educational formation and the comprehensive development of individuals residing in these regions (^{Arroyo, 2006}).

As a transformative force, Rural Education goes beyond the mere transmission of curriculum content, as it is a movement that acknowledges and respects the specific challenges and unique challenges faced by rural communities. These communities, often distant from urban centers and their amenities, possess histories, cultures, and intricate relationships with the environment that surrounds them (^{Arroyo, 2006}). In this sense, this mode of education seeks to promote genuinely contextualized education, capable of valuing local knowledge and contributing to the improvement of the living conditions of rural populations.

According to ^{Cajaiba, Santos, and Brito (2022)}, thinking about Rural Education means contemplating an educational model supported by the fight for social justice and quality education for all, whether in rural or urban areas. The importance of Rural Education in educational formation lies in its ability to empower individuals, enabling them to understand and actively engage with the world around them. By providing education that aligns with local realities, this approach bridges the gap between academic knowledge and daily life experiences, fostering more contextual and therefore more meaningful and lasting learning. Furthermore, Rural Education contributes to strengthening the cultural identity of rural communities while promoting access to quality educational opportunities often lacking in these areas (^{Caldart, 2012}).

The educational formation provided by this mode of teaching extends beyond the classroom; it encompasses community spaces, agriculture, environmental preservation, and the local economy. This approach encourages active participation of students and their families in knowledge construction, creating a dynamic interaction between formal education and everyday practical experiences. In doing so, it stimulates problem-solving skills, critical thinking, and creativity, essential for addressing the complex challenges that characterize rural settings (^{Caldart, 2012}).

Considering the points raised above and believing in a teaching perspective, we will refer to the teaching of Science here, which takes into account the learner's context since we advocate for Science teaching in rural schools that engages with their specificities. Science teaching has evolved over the years, aiming to establish itself as a learning process based on the understanding of the complexity of natural phenomena. However, it is evident that many students often face challenges and difficulties in this process, resulting in criticism and even rejection of this discipline. This scenario is even more pronounced in the context of Rural Education, an educational modality that emerges as a response to social and educational inequalities, often perpetuating traditional pedagogical practices that are distant from students' realities.

We consider that greater attention must be given to the ways in which teaching and learning processes are established in Science teaching in Rural Education. It is necessary to emphasize a new didactic approach based on the perception of reality and practical teaching. This involves valuing students' pre-existing knowledge on certain topics (^{Moraes, 2019}; ^{Moraes et al. 2018}; ^{Sassi, 2020}; ^{Saul, 2018}; ^{Pavanelli, 2022}).

The difficulties faced by students, especially those from rural communities, can be attributed to a series of interconnected factors. In many cases, conceptual errors accumulate throughout the school journey, resulting in gaps in understanding that affect the assimilation of more advanced scientific concepts. Additionally, the traditional approach adopted by some teachers, focused on the transmission of content in an expository manner and disconnected from students' realities, can contribute to a lack of interest and motivation in the subject.

A central point in understanding these difficulties is the absence of a connection between the content taught and students' experiences. Rural Education, rooted in the ideas of Paulo ^{Freire (2011)}, emphasizes the importance of contextual and dialogical education that engages with students' realities and knowledge. Freire argues that the educational process should be an "encounter of human beings mediated by the world", an opportunity to critically explore the relationships between humans and the world around them. In this sense, it seeks to overcome the banking model of education, in which knowledge is deposited into students, and aims for the collective construction of knowledge through dialogue, reflection, and action.

The approach proposed by ^{Freire (2011)} assumes particular relevance in Rural Education, where the experiences, knowledge, and challenges of rural life can be integrated into the teaching of Natural Sciences in a way that makes the content more meaningful and relevant to students. Through this approach, it is possible to stimulate critical thinking and problem-solving skills, allowing students not only to understand scientific concepts but also to establish connections with their own experiences and perspectives on the world. This not only enriches learning but also strengthens students' sense of belonging to their communities and the educational process, encouraging active participation and engagement in the construction of meaningful and contextualized knowledge.

In this regard, our objective is to conduct a literature review on the conception of pedagogical practices focused on Science teaching in Rural Education. This review aims to understand and analyze the different approaches, strategies, and pedagogical perspectives used in rural contexts, identifying their contributions, challenges, and trends. Additionally, we seek to establish a critical and up-to-date overview that can serve as a reference to enhance Science teaching in rural schools, promoting contextualized and quality education.

After the aforementioned considerations in the Introduction, we present the theoretical framework of the study; next, the methodology, where we present the approach, procedures, and instruments used for data organization in the study; subsequently, we present the description and analysis of the data, and finally, the conclusion, where we revisit the general objective and research assumptions, as well as their relationship with the research process for the closure of the text.

2 Methodology

This study is characterized as a qualitative and exploratory bibliographic research. According to ^{Minayo (2010)}, the methodology includes epistemological discussions about the researched object, the set of techniques that allow the construction of reality, and the guidance for answering the specific inquiries of the investigator. Also, according to this author, the qualitative approach does not aim to discover or understand what is right or wrong but to work with the universe of meanings, aspirations, beliefs, values, and attitudes, which leads to a deeper space of relationships, processes, and phenomena that cannot be reduced to the operationalization of variables. The choice of the methodological path was essential to enable us to research the proposed objective effectively.

The study focused on relevant and authoritative sources, specifically scientific articles available on the Scientific Electronic Library Online (SciELO) and the Brazilian Magazine of Rural Education (Revista Brasileira de Educação do Campo, RBEC), covering the period from 2018 to 2023. We selected the works based on their titles and then read the abstracts and keywords to reach the object of study. According to ^{Gil (2002}, p. 44), bibliographic research "is developed based on already elaborated material, consisting mainly of books and scientific articles". The choice of these databases was due to their extensive coverage and credibility in the field of educational research, as well as their concentration of studies related to Rural Education and the teaching of Sciences in this context. The temporal delimitation from 2018 to 2023 was established to ensure the timeliness and relevance of the analyzed data, considering the advances and changes that may have occurred during this time frame.

Data collection involved a systematic and thorough search for articles that explored the specific research theme. Relevant keywords were used, such as "Rural Education", "Pedagogical Practices", "Science Education", among others, aiming to identify studies that investigated and discussed pedagogical approaches used in the teaching of sciences in rural areas.

The selection of articles was based on criteria of relevance, scientific rigor, and contribution to the field of education. From this selection, a full-text reading of the selected texts was conducted, and an in-depth analysis was carried out to extract pertinent information about the conceptions of Pedagogical Practices adopted in Rural Education contexts.

3. Results and Discussion

Throughout this section, we present the main findings of the research, highlighting the different pedagogical approaches and methodological strategies identified in the analyzed articles. We examined the convergent and divergent points between the studies, as well as the practical implications of these conceptions in the teaching of Sciences in rural schools.

Six articles were found, with 2 of them in SciELO and the other 4 in the Brazilian Magazine of Rural Education, as shown in Table 1.

The study by Junior, Ferreira, Aranha (2018) entitled "Earth Paint Workshop: Contextualizing Pigments in the History of Chemistry Discipline in LEdoC/UFMA" explores innovative pedagogical practices in Science Education, particularly in Rural Education. The earth paint workshop, presented in the study, serves as an example of a practical and contextualized approach to teaching Chemistry, emphasizing the relationship between Science, Technology, Society, and Environment (in Portugueses, Ciência, Tecnologia, Sociedade e Ambiente, CTSA).

The methodology includes lectures, reading and interpretation of scientific articles, debates, and practical activities such as the production of earth paint and the painting of ceramic artifacts. The workshop aims to deepen students' knowledge of pigment chemistry in a way that relates to their experiences and daily realities, promoting more meaningful learning.

Junior, Ferreira, Aranha (2018) point to an increase in student engagement and understanding as a result, suggesting that this practical and contextualized approach is effective in Science teaching in Rural Education. They emphasize the importance of pedagogical practices that integrate theoretical knowledge with practical and real experiences through a contextualized approach to Science Education, especially in Rural Education.

^{Araújo and Porto (2019)} adopted an investigative and documentary approach to analyze the supervised internship experience in Natural Sciences at a rural school, focusing on pedagogical practices in the initial training of Rural Education teachers.

The research highlights the relevance of the internship in teacher education, providing a deeper understanding of the educational reality in rural areas and the integration of theory and practice, as well as the importance of interdisciplinarity, content contextualization, and teacher preparation to face the specific challenges of Rural Education.

The authors emphasize the importance of education that is grounded in students' reality and that promotes an interdisciplinary approach with the integration of content from different disciplines and areas of knowledge. However, they point out that this approach still faces significant challenges, such as the lack of teacher preparation to develop interdisciplinary practices aligned with the principles of Rural Education. This may be related to the absence of initial and ongoing training focused on this approach, as well as the teachers' work in areas that may differ from their original training.

The study conducted by ^{Souza, Ostermann, and Rezende (2020)} presents a literature review on Science teaching in Rural Education, exploring national and international references on the subject. The research focused on the discursive analysis of the convergence between these two areas, seeking to understand how this integration is addressed in academic literature.

Through the literature review, the authors were able to examine how discussions and approaches in Science teaching relate to the specific needs and characteristics of Rural Education. They highlight that despite Rural Education being on the agenda in Brazil since 2009 and the emergence of various Rural Education degree programs with an emphasis on Science over the years, the presence of discussions about this intersection in national and international scientific publications on Science Education is not as significant as expected.

This finding points to a gap in academic literature regarding Science teaching in Rural Education. Despite efforts and advances observed in the educational landscape, there seems to be a significant gap in academic discussions and reflections on how Science can be effectively and contextually taught and learned in rural schools.

In conclusion, the work of ^{Souza, Ostermann, and Rezende (2020)} emphasizes the importance of filling this gap in the literature, encouraging researchers to explore more deeply the relationship between Science teaching and Rural Education, thus contributing to the development and improvement of education in these specific communities.

Melo, Batista, and Camargo's research (2021), entitled "Rural Education and Science Teaching: Experiences in a Riparian School in the Southern State of Amazonas", offers an in-depth analysis of the integration of Science teaching with the reality of riparian communities in the Amazon. This qualitative and descriptive study investigates how traditional and popular knowledge can be harmonized with formal Science teaching using participatory methods that include questioning, practical classes, and drawings.

The research highlights the importance of connecting local knowledge to scientific concepts, proposing an educational approach that values the social, cultural, and environmental dimensions inherent in Rural Education. This multidimensional approach recognizes the need for a curriculum that is relevant to the specific realities of riparian communities, where traditional knowledge plays a crucial role in students' daily lives.

The analysis of the results obtained by the researchers demonstrates that when local knowledge and scientific knowledge are integrated effectively, they can significantly improve the quality of education offered to rural and riparian communities, not only enriching the curriculum but also strengthening students' cultural identity and their understanding of Science as a useful tool in their life context.

The work of ^{Werlang and Pereira (2021)} addresses the relationship between Rural Education, Science, Technology, and Society (in Portuguese, Ciência, Tecnologia e Sociedade, CTS), Paulo Freire's Pedagogy, and Curriculum and explores how these dimensions interconnect and contribute to innovative and contextualized pedagogical practices in Rural Education. The research reflects on the importance of a curriculum that combines scientific knowledge with the socio-economic and cultural context of rural students. There is an emphasis on the use of active teaching methodologies that promote students' active participation in knowledge construction. This includes strategies such as Project-Based Learning, case studies, and practical experimentation, aligned with Paulo Freire's principles. This involves discussing topics such as sustainability, natural resource management, and appropriate technologies for rural contexts.

Another point emphasized by ^{Werlang and Pereira (2021)} is the need for curriculum contextualization, adapting Science content to reflect the specific realities and challenges of rural communities. This may include studies on agroecology, sustainable resource management, and local agricultural practices.

Participatory research is presented as a valuable tool, where students and teachers collaborate with local communities on research projects that address real problems faced by rural residents. This approach encourages critical thinking and the practical application of scientific knowledge.

Science teaching in Rural Education, as presented in the article, requires a holistic, contextualized, and participatory approach that values local knowledge and promotes the integration of Science, Technology, and Society, following the principles of Freirean education.

The article "Teaching and Learning Methodologies in Science teaching at the Euclides Moreira Pontes School in the São Benedito do Vizeu Quilombola Community - Pará" by Júnior et al. (2022) investigates Science teaching strategies in a Quilombola community in Pará. The focus is on developing methodologies that respect and integrate the history and culture of the Quilombola community, combating the fragmentation of Science Education. The study uses interviews and observations to assess how different pedagogical practices, including experiments, games, and practical lessons, can increase student motivation and interest, providing more meaningful learning.

Júnior et al. (2022) emphasize the need to align Science teaching with the cultural and social realities of Quilombola students. By incorporating the community's history and values into the curriculum, the proposed methodologies aim to create a more engaging and effective learning environment. The research suggests that innovative and contextualized pedagogical practices can be extremely beneficial in diverse learning environments, such as Quilombola communities.

Through the observed practices and interviews conducted, the researchers point out that when students can relate scientific content to their life experiences and culture, they become more engaged and interested in learning. This approach not only improves students' academic performance but also values and preserves local culture.

The research reveals that traditional teaching methods are often insufficient or inadequate to address the specific educational needs of Quilombola communities. In contrast, innovative methodologies, including practical and playful activities, prove to be more effective in this context. They allow students to explore scientific concepts in a more applied and relevant manner to their cultural and social context.

The study emphasizes the need for a pedagogical approach that is both inclusive and respectful of local traditions and culture. By doing so, Science teaching can become more meaningful, relevant, and inspiring for students, contributing to a more comprehensive and effective education in Quilombola communities.

All of these studies highlight the importance of research on Pedagogical Practices in Science teaching for Rural Education and how they can contribute to the social, democratic, and critical development of rural students.

5 Final considerations

During the course of this study, our central objective was to map pedagogical practices, challenges, and opportunities that permeate this educational context, with the intention of deepening the understanding of the complex interactions between Science teaching and the particularities of Rural Education.

The analysis of the examined works clearly revealed that Rural Education is an educational modality that presents a series of specificities and challenges. The interconnection between Science teaching and Rural Education emerges as promising ground for promoting contextualized and meaningful pedagogical practices. Such practices have the potential to engage students in a learning process that values their local experiences while promoting a broader and more critical understanding of the world around them.

It became evident, however, that there are challenges to be overcome. The absence of teaching materials that reflect rural reality, the lack of adequate teacher training, and the need for a pedagogical approach that takes into account the particularities of Rural Education are issues that still require attention and joint efforts from educators, administrators, and educational policymakers.

In light of these considerations, it is undeniable that research in this field is ongoing and essential. Rural Education, combined with Science Education, has significant transformative potential for rural communities and for the construction of a more aware, participatory, and committed society towards sustainability and comprehensive development. Therefore, this study, by highlighting relevant aspects of this scenario, seeks to inspire future research and pedagogical improvements that can further enrich education in rural areas, contributing to the formation of citizens prepared to face the challenges of an ever-evolving world.