Policy Cycle Approach, Militarized schools, Educational policy, Human Rights Education.

Faced with the new political framework that emerged in 2019 in Brazil, with the supremacy of neoliberal and conservative principles, especially in the appreciation of military culture in the various social spheres, a policy coined in the sharing of school management with Security Institutions gained notoriety in the Education panorama in and for Human Rights, raising questions about the human formation of students and the autonomy of school units in the face of military intervention. Through the Policy Cycle Approach, a theory developed by Stephen John Ball and other authors, the research analyzed the shared management project in the pilot schools of the public education network of the Federal District, from the perspective of the military police officers involved and, based on still in the critical reflections of Michel Foucault and Paulo Freire, he was able to carry out a meditation on influences, artifacts and intrinsic interests in politics. The interviews carried out with the military police officers, added to the dialogues driven from the reading of the texts and speeches in each context, confirmed the intervening capacity that the military has in the “implementation” of the policy, reframing and flexing the concepts and regulations, thus sustaining its protagonist character in the context of practice and safeguarding in the school routine, where policies are interpreted and rearranged, through disciplinary power, the State's domain in the management of political interests.