摘要：In a context of curriculum reform, this article focuses on the process of curricular reorientation
undertaken in the State Department of Education of Rio de Janeiro, examining specifically the part
concerning the training of teachers in the middle level. Based on the studies of Stephen Ball, we
take this process at the interfaces of the different contexts of curriculum production. In that
analysis, we highlight the emergence of the school subject "Didatic-pedagogical knowledge in ..."
(CDP), focusing on the effects of changes in this discipline. We inted to analyze the policy
discourses on different contexts of production, emphasizing the dynamics of the relationship and
contingency of the political process. We analyse documents and interviews with disciplinary
community in two schools of teacher education. We conclude that the proposed new curriculum
for teacher training is not restricted to the senses produced by official documents or by their own
teaching practices of teachers of CDP. We think that the articulation and interaction of different
contexts to identify new ways identity
关键词：teacher training - curriculum policy - school subject – teaching identity – competences
