Rural education provides education for people who live far away from urban areas, for which the government has designed and implemented various strategies that make this educational dynamic possible. However, today, rural education it considered poor and lacking in quality, due to the conditions and characteristics of the way in which it is provided. The article presents some situations experienced by three novice teachers in their first three years of work in the rural sector, and their processes of adapting to these contexts and communities, highlighting some shortcomings and significant gaps that are occurring in educational practice. Through the methodology of discursive textual analysis, this work also discusses how the teaching experience in rural areas configures the teaching practices of teachers working in different conditions, and offers a perspective of teaching work in rural education.