This work discusses how schooling processes can contribute to youngsettlers resignify their relationship with rural settlements where they live. Wewant to understand youngster s place, his relationship with local community,social movements and their acting, after formation, at their localities. Thereunto,we tracked a group of students of Land Teaching Course, developed through apartnership between UFRN, INCRA and MST in the years 2004 to 2007. Weobserved their trajectories, the learnings provided by the Course and howFormation Centre experiences contributed to their agent conditions, offeringthem choice opportunities on different fields. We understand that formationprocess enabled them to have individual gains, widening their range of choices,while have contributed to development of areas in which they live, from theircollective action. Social practices experienced in collective environment,combined with education access, provided a set of knowledge. These learningshave enabled youngsters to assume positions in participation areas which havebeen opened at school, while teachers, at social movements and atassociations that manage the settlements
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