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This work aims to systematize the knowledge that potentially collaborate in the creation of the teacher identity, as experiential knowledge in process, the pedagogical action knowledge, knowledge production in the inter institutional relationship and publicized knowledge involved in the initial training of Chemistry teachers participating in the Institutional Program of the Initiation to Teaching Scholarship – Pibid in the Universidade Federal do Espírito Santo. Through systematic analysis of the annual activity reports sent to Higher Level Personnel Training Coordination – Capes, they were organized according to Bardin content analysis methodology, allowing some considerations about the teaching knowledge relevant professionalization in the training of Chemistry teachers’ identity. The publicity of this knowledge investigated in prospective teachers the workplace, provides an opportunity to reflect on action and announces knowledge before “stored” in the particular jurisprudence of each professional, raising relevant issues guid by the epistemology of practice.

A SISTEMATIZAÇÃO DOS SABERES DOCENTES EM SUAS RELAÇÕES COM A FORMAÇÃO INICIAL DE PROFESSORES DE QUÍMICA