摘要：In 2014, we developed a qualitative research, of the case study type, in which we address the affectations of the compulsory curricular stage and its echoes in the formation of the teaching identities of six licenciandas of the Pedagogy Course (FACED / UFRGS). We discussed conceptions developed by Maurice Tardif and Danielle Raymond, António Nóvoa, Selma Garrido Pimenta and Maria Socorro Lima, Michel Pêcheux and Eni Orlandi. The research design was drawn from the perspective of Menga Lüdke, Marli André and Maria Cecília de Souza Minayo. The empirical corpus was composed by the statements of the licensees produced in a focal group interview, and were later cut out due to the strangeness that they caused in us. In the analyzes, we showed effects of teaching as collaborative work, "human teaching", experience of autonomy and time of change, understanding them as affections that contributed to the constitution of the teaching identities of the licenciandas and allowed to enteender the stage as an event.
关键词：Teacher Identity;Curricular Internship;Discourse Analysis;Michel Pêcheux.;Identidade Docente;Estágio Curricular;Análise de Discurso;Michel Pêcheux.
