This paper presents a reflection concerning the work of Portuguese Language trainee teachers, considering the importance and complexity of this activity. The study - based on Bakhtin's theory and on labor sciences - aims at investigating who the activity of PL teachers is addressed to during the supervised training, in order to observe the influence of this action in their work development. This work thus analyzes actual utterances produced by semi-structured interviews conducted with three Letters students from a private university of a city in Rio Grande do Sul state, Brazil. The results pointed to the fact that the issue related to whom the activity is addressed to is a very conflicting. Although trainee teachers think their pupils should be their main addressees, this does not always happen, because these professionals need to adapt their work to dissimilar requirements which are oftentimes divergent from their own points of view.
Trainee teachers; Dialogical theory; Activity addressing