With the increasing participation of professionals and students in the field of education, and the changing needs of the professional qualifications require that the analyses about the teacher training in the educational field. For this study, it was necessary as the goal is to understand how teachers without training in teaching methodology in formal build on their pedagogical education in the context of a public university in the state of Ceará in Brazil, by means of the incorporation of the levels of reflection, during the course of training. The answer to the research question, the research has worked within the framework of the theoretical, and the categories of teacher training, the knowledge, reflexivity and skills. The theoretical is based on the formulation of Sacristán (1999), which sets forth a theory of the levels of reflectivity. We have outlined the concepts of Zabalza (2004), Cunha (2010), Masetto (2003), and Pepper (2002), Anastasiou (2002), Almeida (2012), among others, in the attempt to understand how teachers represent their knowledge, and to establish their careers in the teaching profession. We will highlight the contributions of the Chan (2014), black Pepper, and Almeida (2009) in the attempt to understand how research is situated within the field of Pedagogy of the University. Taking advantage of the methodology  is qualitative in  nature and descriptive in this work has been the study of the case where only one method of research in which they have been used for data collection: semi-structured interviews, questionnaire and document analysis. The cohort is comprised of teachers with bachelor's degrees who are the civil engineers, all of whom retain ties to the stay of the effective in the university, all of which amounted to seven faculty members. For the interpretation of the data collected, we used a technique called content analysis, thematic (MINAYO, 2004). The analysis categories constructed for the study were: - the symphony-1-in the initial Training and the beginning of the teaching activity; the Symphony 2 - university teaching, and teaching practice, and the symphony on the 3 - institutional actions. The results also showed from the third the teachers, the engineers, in their majority, they start teaching while they were at the initial training programmes, m & e, demonstrating that the reference to the first level of the reflectivity, which is characterized by an attitude of personal touch and interest in specific subjects as well as in the context of interpersonal relationships. The academic staff recognise the importance of the level of teaching carried out at the master's degree as a path of training, and the beginning of the practice, in the classroom, setting up for the arrival of the second level of reflectivity. The challenges presented by the teachers reflected the lack of training in teaching methodology promoted by the university, thus demonstrating the need for, and relevance of the training college, here we come to the third level of reflectivity, where the teachers are to recognize the vulnerabilities that come from the context of teaching and its impact on teaching. It is concluded that the training of these teachers need to take into account the merger of shares, institutional, and value the experience, and the sites where they emerge in the practices of offering and sharing opportunities, meetings, and collaboration, the pooling of experiences in the classroom, follow-up and advisory services, with professionals, the programs for investment and enhancement of teaching practice.

Keywords: Graduation. Teaching Activities Of The University. Professor bachelor's degree. Reflection.UVA,