Nathália Masson Bastos has an academic degree in Pedagogy from the State University of Rio de Janeiro (UERJ) since 2014; specialization in Pedagogical Neuroscience by Cândido Mendes since 2018 and Master in Education by UERJ since 2018. In the professional field, he has taught in preparatory courses for the Public Teaching Competition, with expertise in the area of Pedagogical Knowledge. She is currently a federal employee working in the Distance Education Section of Colégio Pedro II and a member of the Ethics and Research Committee of the said College. He has experience in the following subjects: Basic education; production of subjectivities and educational public policies. Its main objective is to find ways to overcome inequalities that plague Brazilian society and consolidate the exercise of citizenship. Thus, it is found in constant exploratory-investigative studies about the existing means in the implementation of educational policies in public schools, in particular, regarding the production of subjectivities of its professionals and students. This is because, we are increasingly affected by a kind of “chronic malaise” (BORDIEU, 2015) instituted by the experience of school failure; which makes it necessary not only to propose changes in educational policies, but also to understand the conditions under which they are implemented in schools. In order to understand, thus, the nuances of our society and its impacts on school trajectories.