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This article focuses on research with eight graduates from a Pedagogy course about their vision on the marks of professional culture in teacher education. The scope of the work is to analyze the elements and / or contexts of the course that favor the approximation between students and the profession. The theoretical framework is based on Shulman (2005), regarding the three dimensions of professional pedagogical marks: to think, to perform and to act with integrity; in dialogue with Silva, Almeida, Gatti (2016) and its references for teacher education: professional knowledge, professional practice and professional engagement. Methodologically, the CPP of the course was analyzed and eight new graduates were interviewed. The analysis considered: ithe strength / weakness of the disciplines; iithe coexistence with teacher trainers and their practices; iiithe place that the teaching practices occupy. The findings suggest that the course 1 Mestre em Educação; Programa de Pós-graduação em Educação da UFRJ; Rio de Janeiro/BR; sabrynar@gmail.com. 2 Doutora em Educação; Professora da Faculdade de Educação da UFRJ; Programa de Pós-graduação em Educação; Rio de Janeiro/BR; giselicruz@ufrj.br

Marcas da cultura profissional na formação de professores: análise no contexto de um curso de pedagogia