In this proposal, the restructuring of secondary education is analyzed, seeking to construct relationships between curricular issues and teacher training. There is a special focus on the reform of teaching programs in 1951-52 and the expansion of training practices developed from the subsequent actions promoted by the Education Ministry’s Directorate of Secondary Teaching, particularly when implementing the Campaign for the Improvement and Diffusion of Secondary Teaching (CADES) starting in 1953. This campaign, which lasted until 1968, promoted courses and specialist internships and improvement for teachers (in addition to courses for the school’s entire technical team). It was also responsible for promoting studies on secondary school programs and teaching methods to adapt them to meet the requirements of the field and interests of students. With strong incentives for the development of educational orientation, the campaign was considered successful in the promotion of teaching methods. However, the way that different meanings for teaching programs were promoted remains to be analyzed. It is especially important to attempt to understand how teacher trainers sought to reference cultural selections, the concepts of which were spread regarding the curricula, and how these produced regimes of truth in teacher training. Therefore, an attempt is made to reinterpret and reintroduce the modernization strategies of teaching, assumed as premises in the campaign, gauging the abjection (Popkewitz: 2010) in relation to inclusion and innovation processes as characteristics of this modernization of the system.