The privileged sabers in the initial training of primary school teachers

This study is result of a qualitative research, whose objective was to understand how formation of teaching knowledge is carried out in the Pedagogy Course of a public university in Bahia. Authors such as Soares (2009) and Pereira (2007), among others, formed the basis for discussions established here. In order to compose the corpus of the appraisals, we opted for the use of epistles, with collaboration of 06 (six) teachers graduated from the referred course who worked in classes in the early years of Elementary School. For data analysis, the Content Analysis technique was used (BARDIN, 2011). It is concluded that Pedagogy course, despite the gaps, contributed to construction of decisive knowledge for teaching, namely, specific, pedagogical knowledge, as well as research, critical and reflective posture, the affective and political dimension, showing that teachers have learned to respect students and see them as subjects of rights, that is, recognizing that teaching is a political practice that contributes to formation of critical citizens.