This dissertation sought to verify to what extent the innovative educational proposal called Experimental Gymnasium of New Educational Technologies - elaborated in the context of educational reform of the municipal education network in the city of Rio de Janeiro, Brazil – contributed to modify the school organization, form and institution, giving meaning to the subjects that experience the school. It also sought to identify the meaning given to innovation in the educational proposal, and if this contributed, with the aid of technologies, so that students and teachers became producers of knowledge. This study was guided by the concepts of Rui Canário (2005;2006), and the contributions of Nóvoa (2007; 2014), Santomé (1998), Sibilia (2012), Lévy (1999), among other authors. This is a qualitative research; eleven interviews were made with participants of the educational proposal, as well as field observations between July and November of 2014 and documental analysis. This study came to the conclusion that the educational proposal followed the logic of reform instead of the logic of innovation, since the school participants were not involved in its elaboration, neither was there any space for the endogenous formation of the participants. The changes in the school organization were apparent, and there were no changes in the school form and institution, with little meaning being given to the subjects that experience the school. The school curriculum of the Rio de Janeiro s Municipal Secretary of Education (SME-RJ), based on the notebooks of pedagogical support and the bimestrial evaluations, was predominant. The use of new technologies represented only a change of technological base, therefore students and teachers did not become producers of knowledge.