The Civil Police of Minas Gerais currently maintains a basic education school run jointly with the State Secretariat of State Education. It enrolls, preferably, children of police officers and Civil Police officers. In this way, the school maintains the purpose for which it was founded in 1962: to be a basic training space for police workers and their children. In essence, its institutional identity was born differentiated by reason of its connection to an institution of police action and also to the folder of the Public Security Secretariat. It was not long before the limits of the distinction were placed, making the necessity of maintaining the basic material conditions of existence converged for its attachment to the formal and normative structure of the state public education system. The institution experimented in a period of a decade, a transition between private initiative, of a charitable nature, to become an integral school to a public network of education in the process of reform, as it happened in the 1970s in Minas Gerais. In this movement of consolidation of the school, especially in its first decade of existence, we are interested in understanding how the triangulation between autonomy-differentiation-convergence has impacted the school climate. For this, it is essential to examine the profile of the teachers who acted in the school in its initial years - between 1962 and 1970. We intend to know how, and if, it operated a detachment of the whole educational, propitiating the creation of a space of performance for the teachers and employees of that school institution that oscillated between the convergence-divergence of the other schools. It is noteworthy that, as an endogenous initiative, they competed for the preliminary police activities of the Minas Gerais Civil Police, as well as the former Civil Guard. Soon, police delegates, investigators, and traffic inspectors split between police action and educational assignments. It seeks to understand how the representation of a school created for a differentiated formation guided the practice of these teachers-police. To what extent, integrating the cadres of that school, differentiated in its origin, impressed on the educational practice of the subjects involved in the process contours of distinction in comparison to the prevailing praxis. It is considered that many symbolic aspects were placed in the educational process promoted in that space of formation, since its creation, conferred a certain specificity on the other schools of the public network, merging in an institutional identity detached from the broad reality, which reverberates in the current days. To accomplish this, we have the visit books of school inspectors, point books of teachers and staff, educational legislation of the period as well as oral reports.