In order to comprehend the manipulations through which teaching knowledge passes until it becomes teachable, the aim of this study was to identify the pedagogical practice of Professores em Formação Inicial (PFI - Teachers in Initial Training), while teaching lessons during their supervised internship. Three participants of the PFI, taking the physical education course at the Universidade Federal da Paraíba (UFPB - Federal University of Paraíba), took part in the investigation. The techniques of data collection were based on participant observation, focus group and written documents. The study lasted three months and was held in a public school in the city of João Pessoa-PB, in the first half of 2011. In this period, data were collected in 24 classes. The technique of theme/category-based content analysis was used. In the data analysis, a formative pathway that helps the PFI in their teaching practice was identified. It was composed of three plans (macro, intermediate and micro), each of them formed by different spheres and moments. This pathway was set as the foundation for the pedagogical practice of PFI. It has pointed out a practice with a highly reflexive tendency, constituted by an intervention full of teaching knowledge. This indicates a didactic transposition mediated by an atmosphere that revolves around it.
initial education; basis of knowledge; didactic transposition