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The presentation of this paper has two fundamental purposes: First, to develop and discuss a series of theoretical-conceptual problems that are present at the moment of understanding and delimiting different pedagogic spaces directly linked to work training in rural social spaces (Cragnolino, 2008); second, to share some of the progress made on research refering to the understanding of this pedagogic spaces, to the literacy trajectories within them; and to the identities/laboral distinctions that resulted from that process, in three generations of farming workers from two rural towns in the province of San Juan. Regarding the first part of the paper, it's worth pointing out that theoretical reflection comes from an interdisciplinary dialog that has its origin and foundation in the diverse training of its authors. In this way, a series of categories that come from ethnographic education with a heavy socio-anthropological influence (epistemologically founded in genetic structuralism) i.e.: rural social space, identity/distinction, cultural discontinuities, etc; are complemented with notions and theoretical propositions mostly linked to Education History and, within this field the theory of school form particularly. In the second part of the paper a series of finds and results from the research are presented. They refer to processes inside the rural social space of identification/laboral distinction, that are anchored in a diversity of pedagogic spaces (linked to the work training) constituted inside the rural education field. [ABSTRACT FROM AUTHOR]