This study aims at analyzing the ―Plano Nacional de Formação de Professores da Educação Básica - PARFOR1‖, under the observation of Pedagogy Course graduated students at the Federal University of Pará, Belém Campus, with an emphasis in the teacher training process, identity and teacher‘s professionalization. From the theoretical-methodological point of view it has been carried out some literature and documental researches, followed bya qualitative approach in addition to the field research, with questionnaires application to graduated students and subsequently, in a further moment of the questions the interviews were semi structured. This paper discusses about the economic and political context in which are determined the policies for Teacher‘s Training in Brazil. These analyses show characteristics of this particular field and its determinants. Cyclical analyzes are made of the axis of Teacher‘s Training presenting the current configuration of the state as a result of its historical process. Also data collection is made and a review of official documents on the PARFOR with the intention of presenting its nuances and characteristics, reach and the involvement with federative entities and it also presents its functioning and structure. This study initiates from the wide context of Teacher‘s Training National Policy in Brazil, to the narrow context, which is the PARFOR, in UFPA, in order to present a greater relevance it is shown its internal regulations and its academic functioning throughout Pedagogy‘s Course Pedagogical Project, as well as it is pointed out perceptions obtained during field research. As a final remark this study proposes to analyze the repercussions in teacher acting taking into consideration the Training received during PARFOR Course. This research has revealed how important it is to have a college education in the lives of PARFOR graduated students – both personal and professional, however, it is not possible to connect these specific aspects as being essential to the improvement of elementary school education. Starting training received by means the National Policy Plane of Training of teachers the basic education.
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