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This work is the result of investigations carried out during the master's degree about the pedagogical training of university teachers and the construction of their professional identity in higher education, especially with regard to the context of a public Higher Education Institution in the Midwest Region. The conception used in this work is expressed in the light of critical theory. In theory, there is little demand for pedagogical training for university professors, other than undergraduate and doctoral degrees. The lack of pedagogical training generates insecurity in their teaching practice and, consequently, in their professional identity. The qualitative methodology is based on bibliographic research based on Antunes (2012), Freire (1991), Masetto (1998), Zabalza (2004), Castanho (2012), Imbernón (2011; 2010), Pimenta & Anastasiou (2014), Sacristán (2000), Santomé (1998), Apple (2006), Borges (2015) among others that focus on the importance of this professional's curriculum and continuing education for updating and / or identity training for those who did not have it before such as bachelors who often enter higher education without a consolidated pedagogical basis. With a view to quality in higher education, it is understood that the pedagogical training of teachers cannot be exclusively the responsibility of teachers. Thus, it is necessary to assess the opportunities that are being offered to teachers by the institutions as a training space for them. The results present a documentary analysis of the Institutional Political Pedagogical Project of the University of Brasília (UnB) that addresses the importance of curriculum studies in higher education teacher training. The text provides an analysis of the importance of pedagogical training for teaching practice, which cannot be disconnected from the curriculum design of that institution. We conclude how the curriculum design has influenced the pedagogical practices of teachers, which points to institutionalized continuing education as a form of professional qualification. It also highlights the seriousness of the continuing education of higher education teachers and points to a teacher training project focused on the quality, awareness and emancipation of higher education teachers and students, in particular, through their pedagogical training.

O CURRÍCULO INSTITUCIONAL E A FORMAÇÃO PEDAGÓGICA DO DOCENTE UNIVERSITÁRIO / INSTITUTIONAL CURRICULUM AND EDUCATIONAL EDUCATION OF UNIVERSITY TEACHERS