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This article studies the contemporary policies of school closure in the rural areas within the framework of the reform of the State in France. Based on interviews, reports, statistics and ethnographic observations, the survey conducted at the national and local levels underlines the budgetary and organizational rationalization behind restrictions to public service in the field of primary education. The restitution of the national political oppositions, ministerial activity, the drafting of the educational offer within local administrations and negotiations with teachers unions and local elected officials explains how these reforms implying a withdrawal of the educational State are made socially acceptable.