This text, based in the theoretical and conceptual elaborations of Bakhtin and Thompson, related to the notions of dialogism and experience, focused the text production of a student inserted in the context of the History Teaching Practice discipline. We intended to assimilate and interpret the appropriation and elaboration process indexes of the scientific-professional knowledge related to teaching and the schooling of teachers' initial formation. The analytical exercise of the empiric material chosen has given visibility to the social voices of the immediate and non-immediate interlocutors of the student, and the mediation effects of these voices over their elaborations, upon the challenge of attesting intelligibility to the conditions and contradictions of students' experiences acquired at school.
experience; dialogism; signification; teachers' formation