The purpose of this investigation was to identify the teaching knowledge and non-knowledge mobilized and acquired in the pedagogical practices of future teachers, when they are in their internship period. Relying on documentary research, 48 Final Reports were analyzed, which contained the written reflections of 08 future-teachers who conducted their teaching practices in the first semester of 2010, in public schools in the city of João Pessoa-PB. To collect this data we used the methodological procedures of collaborative research suggested by Gomes-da-Silva (2009). Data analysis used techniques of content analysis proposed by Bardin (2008). The theory behind this analysis was Tardif’s (2008). Three categories of teacher knowledge were identified, which are: i) knowledge from experience, ii) school knowledge and iii) non-knowledge. The mapping of these categories, in addition to signaling a pedagogical practice made of teacher knowledge, reinforces the provisional nature of this knowledge, but also highlights the complexity of teaching in the area.
Internship; Teacher training; Teachers