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Resumo Abstract: The article presents a master's research that investigated how conceptions and influences in the formative context of chemistry teacher training at the Federal Goiano Institute (IF Goiano). It presents results of the professional profile intended in the Pedagogical Course Projects (PPC) and the professional profile established in the students' exhibition. Discursive Textual Analysis was used as the methodology for analyzing the 5 PPC and texts of the students selected in 62 questionnaires built for the research. The results indicate that the profile intended in the PPC is aimed at training chemistry teachers with a bachelor's degree and that, in the courses, there is an overvaluation of scientific studies in relation to teaching, bringing the teacher training model closer to technical rationality. As the conceptions instituted in the PPC reflect in the professional perspectives of the students that present a tendency to act in the scientific and technical part of Chemistry as laboratories or scientific field research. It was developed that students do not consider the performance items of Basic Education, so they choose to graduate and at the end of courses and also have low estimates in relation to teaching activity. Revealed the habit of training technology and agronomy at IF Goiano influences the construction of students' teaching identity.

The Formative Context of Chemistry Teacher Training at IF Goiano and its Implications in the Professional Perspective of Undergraduate Students