Purpose: This paper aims to provide an overview of an expanded, workable conception of rural youth and adult education that will move Brazil closer to a fair, egalitarian society focused on human development. Design/methodology/approach: This research uses a qualitative bibliographic perspective, analyzing historical data extracted from bibliographic and empirical research on rural education--assumptions for thinking about lifelong learning for young and adult peasants--and education and learning for all throughout life. Findings: Education is critical in a democracy, forming the foundation of social, cultural and political citizenship, critical decision-making and an informed populace. Therefore, teacher education policies aimed at rural education in Brazil must be strengthened, funded and improved. Research limitations/implications: This research does not present similarities and differences compared to European experiences; instead, it suggests expanding studies on this topic in other international contexts through developmental research to widen the discussion. Practical implications: Providing high-quality, customized training for the teachers who teach the vastly diverse body of rural students is essential in terms of empowering and recognizing young and adult peasants' right to learn. Social implications: "Education for all throughout life" has become a recognized right. Democracies must universalize this right by developing public policies, implementing them throughout the entire population and monitoring progress to verify that everyone--including the poorest peasant in the remotest countryside--has the tools to learn effectively. Originality/value: By placing this study in the context of youth and adult learning, the study complements research that has addressed this topic in different international contexts, contributing broadly to knowledge regarding teacher education for rural areas and, more generally, to the implications of lifelong learning.