This thesis proposes to advance the knowledge about the development of the Technological
Pedagogical Content Knowledge (TPACK) in the training of bachelors, identifying the influence
of the TPACK of the teacher educators who guide the disciplines of the teaching practice, in the
teaching intentions of the teachers in training. on this specific case, the study addresses three central
aspects: (i) Identification of the theoretical-methodological contributions evidenced by the state of
the art (national and international) on the TPACK built before year 2020, (ii) Identification and
analysis of the theoretical-methodological contributions that are evidenced in the TPACK of the
mentor professors in the Natural Sciences Bachelor's program at UFPA, and the (iii) identification
and analysis of the theoretical-methodological contributions of the TPACK of the mentor
professors that are evidenced in the teaching intentions of the professors in training in the UFPA
Bachelor's degree. The research used a qualitative methodology with an interpretive approach, as
an instrumental case study, with which it was possible: characterize theoretical-methodological
contributions that support the elements of TPACK in teaching practice and the indicators for their
identification; identify the theoretical-methodological contributions in the practice of the mentor
teacher through the analysis of the decisions and actions of the teachers who guide the disciplines
of teaching practice during planning and teaching; and, finally, the theoretical-methodological
contributions in the teaching intentions of the future teachers were identified. With this, the analysis
leads us to verify that there is a projection of the TPACK of the mentor teachers in the teaching
intentions of the teachers in training. Thus, the research offers a point of view on the inclusion of
reflection in the dynamics of teaching practice in a specific context, in order to enhance the
construction of the TPACK and contribute to improve the processes in which we learn to teach
science from the experience. Among the relevant results, we can identify the theoreticalmethodological contributions that expanded the conceptual framework of the TPACK and allow
us to analyze the TPACK that is being built through teaching practice in the Bachelor's degree.
These results can be used by teacher trainers in postgraduate, undergraduate and basic education
programs, as well as in open programs and courses with the intention that teachers in training and
in service can identify their TPACK and develop it.
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