Education in Brazil is guided by the Law of Guidelines and Bases (LDB) and is based on the principles of pluralism, freedom and tolerance of ideas. PIBID is inserted in the school context as a tool of government action in the structuring of education, and aims to encourage and improve teacher training through the practice of multidisciplinary and innovative methodologies to improve the quality of public education. PIBID-BIO UFSJ intends to insert the method of teaching science by research in schools, having as cross-cutting axes molecular biology and evolution applied under the theme "From Plant to Medicine". Despite the institutional recognition of the program, the working group experienced difficulties in carrying out the proposed activities. This impediment is related to the restrictions imposed by state policies, especially those linked to the implementation of CBC's and learning assessment policies. We seek in this work to explore how public policies aimed at education are interpreted in the context of schools participating in PIBID-Bio UFSJ and to reflect on the power discourses expressed in these relationships.