the civil-military dictatorship, which took power in 1964, influenced the daily activities of schools and teachers. many transformations occurred during this period, including the new legislation enacted under law 5692/71 and changes which occurred due to the vigilance which teachers felt when working. the memories analyzed here of teachers from public schools in s？o paulo show different perceptions of this surveillance, involving various forms of acceptance or resistance. the purpose of this article is to show that although there was no direct repression of schools, unlike in the universities, teachers at the elementary school also felt constrained and this can be seen in their educational practices and teaching concepts.
