This paper is part of a larger study on the relations between the public policies and the history of education of science teachers. The leading theoretical benchmark used is the Habermas’s Theory of Communicative Action. The data were taken from a semi-structured interview to a female science teacher, submitted to content analysis. As a result, the understanding on the implementation of teaching education policies was enlarged. It was also noted that, although surrounded by systemic imperatives, there are traces of communicative rationality, which need to be increased. We believe that the current education of science teachers – based on instrumental rationality – obstructs teachers’ self-perception as political individuals. If the communicative rationality theory based their education models, this could enable the development of their critical and emancipating abilities.