This article systematizes arguments on the work of teachers in schools, in a process understood as managing pedagogy. Based on the elaboration of an individual pedagogical project, in accordance with teachers’ participation in social politics in the group to which they belong, immersed in public politics that organize and regulate their actions, the teachers carry out a specifi c work: the production of the lesson, and, in it, the production of knowledge, both their own and that of the students. Based on this ample process of immersion and experience of the work, the subjects of the school can think about an effective and transforming pedagogical project in the school. This would perhaps be a way of gradually minimizing the processes of intensifi cation and increased insecurity in the work of these professionals. These are the arguments that form the basis of this article. The writing enabled the arguments presented here to be considered and organized to support this defense, but the studies are still in their infancy, as the original research question, due to complexity of the response required, requires further investigation.