2025-11-132025-11-132025-10-17SANTOS, Sara Rafaelle do Nascimento. Das raízes ao diploma: trajetórias de estudantes da comunidade de Segredinho rumo à Universidade Federal do Pará. Orientador: Francisco Pereira de Oliveira. 2025. 25 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Polo Capanema, Campus Universitário de Bragança, Universidade Federal do Pará, Capanema, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8811. Acesso em: .https://bdm.ufpa.br/handle/prefix/8811This study investigates the educational trajectories of students from the rural community of Segredinho, located in the municipality of Capanema, Pará, who managed to enroll in federal universities. The objective was to understand the challenges, the coping strategies used, and the role of family and community support networks in this process. To this end, a qualitative, descriptive, and analytical approach was adopted, involving interviews with ten current and former students, and the data were subsequently analyzed using content analysis. The results reveal that factors such as limited family income, the need for multiple opportunities and access to resources ranging from food to teaching and learning materials, precarious school transportation, insufficient school infrastructure, the absence of teachers, and social stigmas profoundly impacted their educational trajectories. Despite this, the accounts revealed persistence, community support, and female empowerment, demonstrating that education has become a space of emancipation and resistance for young people from rural/rural areas. Public policies aimed at democratizing higher education, such as the National High School Exam, the Unified Selection System, the Quota Law, ProUni, Financing, and the National Basic Education Teacher Training Plan, were decisive in facilitating access to university, serving as mechanisms of inclusion and historical reparation. For the students of Segredinho, these achievements are not limited to the individual dimension, but express a collective struggle for cultural appreciation and social mobility. The conclusion is that the experiences of these young people reaffirm the importance of investing in inclusive policies and pedagogical practices that consider local knowledge. Therefore, Rural Education must be recognized as a fundamental instrument for social, identity, and cultural transformation in rural/peasant communities.Acesso AbertoEducação do CampoClasse MultisseriadaTrajetórias EscolaresUniversidadeRural EducationMulti-grade ClassSchool TrajectoriesUniversityCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil