Abstract : In this thesis, I intend to understand how teachers of a Junior High School in the municipality of Holguín, in the province of Holguin - Cuba, build their professional trajectories articulating them with the ways in which the Cuban National Education System has been configured, all this, taking into account my professional trajectory and the gaps perceived in anthropological researches carried out in the Cuban educational context. I carried out an ethnographic research in the Junior High School selected by the Municipal Department of Education of Holguin in two stages: between January and February 2015; and between September 2015 and January 2016. Bibliographical and documentary research was also necessary. The study required a deep analysis of the trajectory concept, from which I grouped the works consulted in two lines: in the first, this concept is treated from a lineal approach, while in the second, the emphasis is placed on the social-individual relations, sometimes highlighting the social, sometimes the individual, or the relationship itself. Basing myself on this approach that focuses on the relationships between the social and the individual to carry out the research, ethnography allowed me to question the approach of the trajectories as individual, and to understand that they are constituted in diversified and differentiated relationships, and they are expressed as polyphonic eventfulness. In the case of my interlocutors, their relationships with their own utopias and the utopia-country are highlighted, from which the main meanings that organize their professional trajectories are produced. The thesis is organized in two parts. In the first, I identify how the Cuban education has historically been configured, what the most important discussions on trajectories for this study are; as well as some peculiarities of the school where I developed the investigation. In the second, I make ethnographic descriptions of the school taken as a socio-cultural space and descriptions of the eighth-grade teacher's room - where I stayed for the longest time - and present the trajectories of six interlocutors with whom I interacted in the field. Beyond expressing the configurations of the Cuban National Education System, I emphasize that the trajectories of the teachers go beyond the limits imposed by these configurations, based on the diversity of strategies and relationships that underpin their pedagogical practices, thus clearing agencies / resistance in the production of the senses about their own actions. I also point out that pedagogical practices unfold, beyond teaching, in many other functions, those that constitute as flat differences of reality.