this text presents reflections on the teacher’s pedagogical training in the new proposals for Bachelor’s courses. It aims to analyse the initial training of teachers in the context of the reformulations of these courses in relation to the priorities set and the implications for pedagogical practices developed in basic education. It is based on the outcome of research carried out by the Educational práxis search group: dimensions and processes, linked to the PUCPR Post-Graduation Programme in Education, which has studied the contact between the teaching subjects — teaching and practice — with the pedagogical practices developed during the initial years of basic education. The methodology, a qualitative approach, used to collect data from desk analysis and semi-structured interviews with course coordinators and teachers of the subjects. Bachelor courses from three Universities in the city of Amsterdam — PR were the research field. Atlas T.I software was used in the categorisation of the data, and analyses refer to Bardin content categories (2009). Theoretical input includes Gatti (1997, 2009), Bernardo (1997), Santos (2005), Martins (2003), Romanowski (2002), among others. The study shows that the teaching relationship — teaching practices takes different guidelines in the institutions investigated: (I) organisation by the axis of the search as a training articulator; (II) organisation by the interdisciplinary axis; (III) organisation from the disciplinary field prioritising the theoretical foundations and then identifying the theories that make up the subjects. In all the subjects examined, there is rarely an indication of their contact with the primary school and its practices. The study, in addition to showing the specificities and possible articulations of Didactic and Teaching Practice at this historical moment, proposes to broaden contact with Basic Education, to overcome the epistemological axis of theory as a guide to the predominant action in the curriculum organisation of Bachelor courses and to work on the design of theory as an expression of practice.