摘要：This work tries to manifest the relevance and transcendence of the teaching practices in teacher’s initial formation as an occasion for build the professional knowledge. This way of conceive the practices and give them sense presume to bet for the formation of a future teacher as producer and generator of new knowledge from the experiences lived in the classroom and the developed projects based on the experimentation and research. In this generation of knowledge, different factors and conditions take part like: the biographies of the students, the institutional context and the easer agents. For it, practices must be planned, tutored and the coordination between the agents who make the supervision of this formative period must exist. Nevertheless, these are conditions that in enough occasions we do not have them.
