Through the understanding that the identity formation of future teachers is shaped by constraints, experiments, and experiences, both within the university and beyond, governmental programs have emerged to shorten the ties and direct the university towards the school environment, collaborating with the experience of practice in the teacher training process. Among these programs is the Institutional Scholarship Program for Teaching Initiation (PIBID), which takes place primarily in the initial training of teachers, with the purpose of mediating activities aimed at the professional formation of the teacher, aiming to foster the skills and competencies necessary for the exercise of the profession and, thus, develop re- significations, unique experiences, and challenges of being a teacher. In this sense, this research aimed to understand the importance of PIBID/Pedagogy for the initial training of teachers, with a focus on teacher professionalism. We used a qualitative research strategy, with graduates from the pedagogy From the main public universities in Pernambuco, including the Federal University of Pernambuco (UFPE), the Federal Rural University of Pernambuco, and the University of Pernambuco (UPE). In data collection, we used document analysis of its legal framework and forms with the subjects of this research. After data collection, we organized and categorized the data to arrive at interpretations and inferences that culminated in the presented results. The data obtained show that PIBID/Pedagogy/Public Universities of Pernambuco helps strengthen the professionalism of the future pedagogue teacher, as it allows the scholarship holders to have training from the ground up at the school, in order to collaborate with the construction of teaching knowledge and competencies, which are indispensable for acting in schools.