The study developed an empirical investigation on hegemonic and professorial masculinity in the school context, based on the conceptions of teachers in a public school of reference in the city of Rio de Janeiro. The main objective of this thesis is to understand the meanings of masculinity in the teaching exercise of these teachers. The main objective of the research is to understand the conceptions of masculinity that influence the teaching exercise of basic education teachers. To this end, the following questions were raised: (1) What does it mean to be a man in society and in the school for basic education teachers? (2) What are the models of masculinity in force in the conceptions of male and female teachers? (3) How can masculinity contribute to the understanding of the teaching performance in the school and in its pedagogical practices? (4) What is the role of the school as a place for discussions on this subject? (5) What elements of the teaching practice have repercussions (or not) on the conceptions investigated?). The main theoretical framework was based on gender studies (Scott; Louro), masculinities (Connell) and teaching (Nóvoa, Tardif). The qualitative work was characterized by the methodology of triangulation of the data produced by two methodological instruments: questionnaires and semi-structured interviews. Twenty teachers participated in the research: eleven women and nine men (in the questionnaires) and in the interviews (five women and four men). The results pointed to the predominance of gender equality among the conceptions of the participants, with emphasis on male teachers in the process of re signifying their masculinities in the school context. In women s teaching, a position was perceived that defends gender equality and at the same time recognizes and confronts the gender inequalities present in school. In addition, the teachers defend their position in the teaching profession as a form of professional legitimization of their teaching career. Men s teaching was configured by the recognition and structuring of professorial masculinity. The composition of professorial masculinity was constituted through gender equality, the emotional expression of men, the practice of dialogue and the exercise of affection that transcends the traditional hegemonic model of masculinity.