| Summary: | he present paper reports a study that sought to bring to the debate the role of social representations in
the construction of teacher identity and how the initial training can contribute to the strengthening of this
process towards a professionalism that meets the current challenges of teaching. Thus, we aimed to carry
out a reflection on the social representations of students, from the first and the final period of the
Pedagogy graduating course, on what is to be a teacher, in the current context, and its relation to the
construction of teacher’s identity. More specifically, it sought to: a) compare the social representations
among students entering and graduating in Pedagogy; b) analyze the influence of cultural, social and
political-educational context in the construction of these representations; c) reflect upon the establishment
of a dialogue between the social representations of students and the quality of initial training offered by
the institution. We have chosen a qualitative approach of field research, which was based on the Social
Representations Theory (SRT), developed by Moscovici (2015), as well as the structural approach of
representations - Central Nucleus Theory (CNT)-, proposed by Abric (1994). The data were collected
through a questionnaire and the Test WordsAssociation Test - WAT. The analysis of the data obtained in
the field research allows us to conclude that the Pedagogy course has a significant influence on the
constitution of the teacher identity. Thus, it is also configured as a space for construction and
reconstruction of social representations, which tends to reflect positively in the course of future profession.
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