This work analyses, as its main goal, the public policies and its respective influences in the land of Education and teachers graduation in Portugal and in Brazil, during the period of the 90s. In the same way, this work intends to identify the tendencies and constitutive concepts of Educational policies, mainly the particular use of "competencies" notion, based on documents of national organisms and multilateral agencies. This research, by one side, intends to identify the way by that the theoretic nature inflections are broadcast in the analyzed documents and, in another side, it tries to understand in which way determined concepts are pragmatically naturalized, modified, abandoned, substituted and re-meant. This theoretical inflection can be particularly seized in the ambit of educative policy relative to teachers graduation mainly accommodating the way this was effectuated in Brazil and in Portugal.
educational policy; teachers graduation; competencies