This article on training policies and the teaching profession brings a revise of the literature on the subject, highlighting the requirements that are imposed on these professionals in contemporary school pedagogical practice. Of Theoretical nature, the objective is to raise a debate about the demands that contemporaneousness demands from the teacher and about the need for training and professionalization of their practice. The task of educating teachers to act in the school of 21st century society has been complex, but the legacy of Gramscian theory contributed to put these values in check, especially when we study the concepts of organic intellect. With this debate, it is hoped that the education policies will be analyzed, not only aiming at the theory that the State disseminates about, but rather in a historical-critical perspective, showing the contradictions in force in an attempt to rescue the identity of the professorship and its professionalism, thus improving the quality of education, beyond the market.