The purpose of this text is to outline the course that has made the proposal for Countryside Education for Children. In this way, we draw attention to historical milestones that indicate this trajectory, from the absence of the educational process in the agrarian space, through the offer of rural education, its critics, the debate to elaborate a Field Education and its children's pedagogical specificity. We used as methodological procedure the bibliographic research, studying the authors: Caldart (2008, 1997), Fernandes (1999, 2006) Silva (2012), as well as the Operational Guidelines for Basic Education in the Field Schools, among other documents and authors. [ABSTRACT FROM AUTHOR]