The present research investigates how History teachers of Rio de Janeiro’s county public schools reinterpret the curriculum policy (understood as guidelines and pedagogical material) in view of their teaching autonomy and context of their school. The theoretical framework used includes: police cycle approach of Ball and Bowe (1996), critical theory and post-critical curriculum of Giroux (1997) concept of teaching autonomy and school autonomy of Barroso (1996) and Contreras (2012) and concepts about teaching history discipline based on Bittencourt (2011). This is a qualitative research using interviews that were conducted mostly during the teachers strike occurred in 2013, this mobilization being fundamental to understand how educational policy is reinterpreted by the research subjects. The findings reveal that the application of guidelines and pedagogical notebooks do not follow a unique pattern. Teachers make adjustments in order to: make the historical knowledge significant to students, in view of the material conditions of the school and the sociocultural context in which they operate. Another aspect to be emphasized concerns the proceeding of the management that interferes with policy, reducing or enlarging the margin of autonomy of teachers on the selection and implementation of teaching materials, for the question of the approval of the students is overvalued because of the goals of policy and schools bonuses.