Meeting the challenge posed by the research "Paulo Freire's thought at the present: analysis of policies and practices", coordinated from the Cathedra Paulo Freire of PUC/SP, this research sought to produce knowledge on the incorporation of freirean thought in the political action of a public education system, from the analysis of a concrete reality. This study was willing to demonstrate that the proposal of the so-called Paulo Freire Administration (1989)(1990)(1991)(1992) was not extinguished

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... in the Municipal Education Network (MEN) of São Paulo, on the contrary, it has resurged, due to conditioning factors that gain or lose strength, by virtue of public management projects committed to social transformation or to the maintenance of inequalities, in different contexts and historical times. Teacher education policies and practices of Youth and Adults' (YA) educators, developed within the scope of the Regional Board of Pirituba/Jaraguá (RB-PJ), of MEN, in the period 2013-2016, were taken as the main research object. The questions that led the investigation were: How did Paulo Freire's thinking materialize and was recreated in the policies and practices of YA teachers at the RB-PJ, in the period 2013-2016? What constraints allowed or hindered the resurgence of the thinking of Paulo Freire in the guidelines of the YA Division, and in the formation work held with YA educators, of the RB-PJ, within the period studied? The research, with a qualitative approach, used the "Case Study" as a methodological perspective to understand, in depth, the singularities of the studied reality. Among the theoretical subsidies that supported the discussions and analyzes of this thesis, are the contributions of Paulo Freire, Ana Maria Saul, Luiz Carlos de Freitas, Rubens de Camargo and Vitor Paro. The findings of the research made it possible to confirm the hypothesis that there is a reinvented freirean legacy in São Paulo's MEN. This evidence was obtained through the identification of principles inherent to Paulo Freire's permanent formation proposal, in documents, interviews and teacher education practices held with YA educators, observed by the researcher, in the context of the RB-PJ. Specifically, the analysis of the data allowed to conclude that the categories "reading of reality", "dialogue", "evaluation" and "participation" manifested themselves, with varying emphasis, in the policies and practices of teacher education, during the studied period. It is possible to affirm that, in spite of identified limits and contradictions, the materialization of the thought of Paulo Freire can be understood, above all, by the presence of orientations, propositions and formative actions that aimed to foment the critical and collective reflection of the YA educators in respect of their pedagogical action, having as horizon, the construction of an emancipatory education. This research made it possible to highlight the material, ideological, political-social and institutional conditionings that allowed or hindered the resurgence of a proposal of teacher education, inspired by freirean presuppositions. Also, this research may contribute to add evidences that demonstrate how Freire's legacy has been recreated in public education networks. It has the potential to inspire, therefore, public policies and formative processes of educators that have as it's goal the problematizing and humanizing education defended by Freire.