Abstract
In this article we present a systematic review and a brief bibliometric analysis to situate the international research on Rural Science Education in highly recognized databases. The purpose of this article is to propose fruitful approaches to design teaching and learning sequences in rural science education context, understood as a complex space where migration, economy, culture, climate change among other issues intersect. Results show that rural science education is not vastly explored, and that the empirical research is limited. Recommendations are bounded with other ways of knowing and the recognition of the local knowledges that are specific to the rural context, and key ideas for the design of Teaching and Learning sequences are proposed and exemplified to advance in this field.