In this essay there is a discussion about the "invisible" aspects of teaching. It is a theoretical study, built on the author's concerns about the subtlety of the daily practices assumed by teachers in relation to the control situations to which they are constantly subjected. The conceptual approach resides in the assumptions of Cultural History, more specifically in the contributions of Michel de Certeau, Michelle Perrot, Anne-Marie Chartier and Carlo Ginzburg, to substantiate the propositions raised. As a main point, it is emphasized that even teaching being exercised in the midst of subordination, the teacher will always use appropriations, deviations and reemployment when performing actions based on their own modes of doing. It is presumed that it’s for these actions, generally neglected, that we must turn our observation to understand the sinuosities present in the teaching.