摘要：This paper introduces partial results of a research project funded by CNPq. We were interested in initial education processes in contemporary teaching production, and our investigative locus was the Programa Institucional de Bolsa de Iniciação à Docência (Pibid), where we sought to answer ‘what do these institutional actors learn about teaching?’, and ‘ on which governmental logics is this learning based?’ As methodology we used the analysis of questionnaires and blogs, guided by reference to the studies of Foucault and studies on teaching. Preliminary results point to three groups of enunciations that are synthetically presented through the following expressions: Mobilization (1) Innovation (2), Partnership and collective work (3).
关键词：Initiation to teaching. Initial teacher training. Contemporary teacher training.;Pibid. Formação inicial. Docência contemporânea.
