This thesis aimed at understanding the creation of Nova Friburgo Institute of Education in the educational and political context of Rio de Janeiro in the 1980s, correlating the idealized project and their ongoing practice. Taking into account references from History and Sociology, my goal was to analyze the identity construction process of this institution dedicated to teacher training, in a dialogued study of documented sources and reports of alumni and the former teachers of the Institute. The survey showed that the foundation of the Institute, at that historical moment, satisfied and was aligned to the educational purposes of the state of Rio de Janeiro, during the Brizola Government, which was strongly imprinted by Darcy Ribeiro s ideals. Aspiring to be an updated and progressive school, they provoked reactions within and outside the Institute s walls as they disposed from their building a school which was considered traditional in the city, in order to start what they claimed to be democratic practices, based on principles such as freedom and autonomy. With this turning point, they began to adopt innovative methodologies, based on Piaget principles. As the purpose was to train and have teachers ready to take action towards social changes, their institutional project and actions developed tensions in the educational community, soon getting the media and local authorities involved, and dividing positions. In a clear power struggle, the different groups resorted to strategic measures in order to claim or dilute this project.