This article portrays the development of a research about the way first years teachers mobilize knowledge in the teaching practice. The research line adopted was the one about teachers formation and the methodological approach was qualitative, being this way a case study. The data were collected through questions, interview half-structured, self-biography and oral report, microetnography using video and pedagogical observations of four teachers from a philanthropic school, in Santa Maria municipal district, RS, from preschool up to 4th grade of elementary school. In the research the concept of habits and knowledge were taken as linked elements, in a dialetic inter-relation, in which, the first was understood as mediator element of the knowledge mobilization process by the teachers. From this inter-relation a teachers habitus is formed giving identity, to the educator's work from the first years.
habitus; knowledge; teacher's habitus