摘要：This article brings some results of a research realized with teachers of two secondary schools in the state of Ceará, which joined the Secondary School Program Innovator (Proemi) on the meanings attributed to quality education. In the methodology, we discussed the speeches of teachers around the senses of quality in relation to the activities performed in Proemi. We used the cycle of Ball and Bowe policies as a theoretical operator aiming at breaking the dichotomic polarization between policy and practice. We believe that the senses of quality are resignified from the school culture, having different meanings in each reality, as they are the result of conflicts and disputes involving multiple interests of the school. That way, the resignifications made in schools differ according to the degree of recognition, with the credibility of the institution, its history and its relationship with the school community and the directive bodies. Keywords: senses of quality, policy translations, practice context.
