This article discusses teachers' adherence and/or resistance to the implementation of a vocational education program named 'PROEJA', addressed to young and adult students, in a Federal Agricultural School. Qualitative methodology research was used with documental analysis and interviews with teachers and staff engaged in the program. Teachers manifest several ways of adherence and resistance to the program, expressing their different positions regarding the course and its pedagogic organization and practices, political-pedagogic project, and daily class experience. According to the interviewees, resistance to the program may promote a gap in the students' education. However, resistance has decreased in some cases, as teachers get involved in the course; but it is a slow process, vulnerable to external influences.
PROEJA; Vocational Education; Adult Education; Adherence; Resistance