This article aims to describe and analyze the main policies, framed in the model of market-driven education, which have had a direct impact on teacher’s labour. For which a revision of the main legislations addressed to teachers between the years 1978-2016 was carried out. This, in order to respond to the main purpose of analyzing the context in which the latest teaching legislation is generated, and in this way to be able to visualize the legal and cultural basis that sustains the current regulations. The methodology used was based on a historical study of a descriptive analytical type, based on the use of primary and secondary sources