Abstract
The present theoretical essay with a qualitative approach and bibliographic and documentary nature, proposes, based on a long-term historical analysis, from the end of the imperial period, in the rites of the 19th century to the first decade of the 21st century, to understand the social, political, economic and historical factors that permeated the constitution of the field of teacher education, with special attention to Pedagogy. In this sense, from the studies of specialized literature and legal documents that dealt with the history of teacher education, the Pedagogy course and the formative parameters, the historical paths of the pedagogical professional development were discussed, considering the interfaces between the challenges and limits of their training, given the specific professional contexts of their work. In the end, it is pointed out the need to rethink the Pedagogy course, observing the social commitment of the profession and the primacy of human formation before other interests.
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