Abstract

The paper reviews the senses of education of rural women in the dairy basin of the Chile austral southern based on historical memories and current associated social belonging. In order to this, it explores literature on southern rural women that link female vulnerability to limited access to formal education. As a counterpoint, the paper analyzes rural women who, for decades, have accessed education as part of the established social belonging strategy. The results allow to problematize the emancipatory capacity of the education received, since autonomy is recognized in economic structures, but it does not end up impacting on family dynamics that update female subordination.