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Experimental secondary classes were one of the main initiatives in the renewal of Brazilian secondary education in the second half of the 20th century. Implanted as of 1959, they were marked by active methodologies appropriated from French pedagogical models - the nouvelles classes and the Personalized Pedagogy - and North American ones like the plans Morrison and Winnetcka and the method of projects. The personal pedagogy was shaped by the French Jesuit priest Pierre Faure based on classical authors, on the Ratio Studiorum, and especially on innovative educational experiences such as the Dalton Plan and the Modern School of CelestinFreinet, becoming a distinct experience of the "Catholic new school". Thus, the pedagogical project of Pierre Faure, formulated in the mid-twentieth century, is distinguished by its working tools and didactic moments. The first ones are formed by the programme - selection of contents and techniques carried out by the teacher -, work plan defined by the student, use of guidelines for the student’s work, and the didactic material, formed by books and documents, sensory-motor material, audiovisual material, among others. The teaching moments - independent work, group work, sharing, synthesis and personal registration, oral and written presentation and continuous assessment - do not have a fixed order and can be flexible according to the needs of the students. In this way, the teacher should become an organizer of learning itineraries, animator and counselor, as prescribed by the Escolanovista movement (Klein, 1998). The Personalized Pedagogy began to circulate in the Western world in the immediate postwar period, through scientific books and journals and through technical visits by Pierre Faure to various countries. The objective of this work is to understand the circulation and appropriation operations of the Personalistic Pedagogy in Brazil from 1959 to 1962 - a four year period that forms the “gymnasium”, the first cycle of Brazilian secondary education. To read this proposition, we adopt the theoretical perspective of Carvalho (2003) and Rockwell (2005), who, based on Chartier (2000), consider that pedagogical models are produced in specific times and spaces, circulate through different mediators and supports and are appropriated in different instances of education systems and, finally, by teachers in the classroom. The sources used in this historical investigation are reports produced by educators who coordinated experimental secondary classes and by technicians of the Ministry of Education. The results of the research indicate that the circulation and appropriation of the Personalized Education occurred in the network of Catholic schools, but not exclusively because Pierre Faure also intervened in the public education system. The pioneering of the use of the Personalized Pedagogy at Catholic schools in the city of Sao Paulo took place under the guidance of Pierre Faure, who in the beginning of 1959 gave classes for teachers. However, this renovating pedagogical model was appropriated by Catholic colleges of several federated units, with a more presence in the states of Sao Paulo and Rio de Janeiro.