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This paper is part of a more comprehensive study in which I focus on teaching practice conflicts in Cordoba during the 90's, in the context of state reforms. Within this framework, on one hand I am interested in showing the real nature of official and pedagogic discourse around the educative reform; on the other hand, to discusse and leave open the possibility of thinking that there was a displacement of logical organization of the business sector to the educative area and also that the use of philosophical assumptions of onhism were being applied to other work areas. This factor had also a great influence on educative sphere as a part of global transformation and in consequence, it influenced national and provincial government discourse around that reform. Finally, this paper aims to suggest deeper analysis to follow on how those discourses were received among teachers, and the individual or collective resistance that they might have generated. This article points to answer three questions: Did the national and provincial government discourse about this educative reform point to change the organization of the teaching job and the teacher's profile? In what sense did they do that? And how did the teachers receive those government interpellations? [ABSTRACT FROM AUTHOR]