This study aims to analyze teacher’s performance as a street-level bureaucrat and the role of teachers’ discretionary power in schools. The article presents result of a survey carried out in 2019, in a public school in São Gonçalo/RJ. Its theoretical contribution seeks a dialogue with assumptions of Lipsky’s Street-Level Bureaucracy theory (1980), in order to understand politics in its last phase of execution and the action of the subjects. The results showed an important teacher’s discretionary power as a factor in the reconfiguration of the school’s public policies, especially in relation to its interaction with the other actors involved in the implementation process.
Teacher/Bureaucrat; Street-level Bureaucracy; Discretionary power