Based on the experiences of teachers from the North Zone of Manaus, this book analyzes the impacts of the implementation of the National Common Core Curriculum (BNCC) on the daily life of public schools. The book is based on sensitive listening and concrete experiences to reflect on the tensions between the official curriculum guidelines and real pedagogical practice. More than a technical approach, it proposes a critical reading committed to educational justice, giving a voice to teachers who, despite being essential, are often made invisible in political decisions. Based on references such as Bourdieu, Apple, Freire and Goodson, the text articulates theory and practice without losing sight of the school ground. By bringing together reports, analyses and interpretations, the book denounces the shortcomings of public policies and calls for teachers' knowledge to be valued. It is essential reading for anyone who recognizes public schools as a space for resistance, training and social transformation.