The is a compulsory component curriculum in undergraduate studies and is considered an important step in the pre-service and the teaching profession. With the theme in teaching this dissertation has this research question: understanding how the of Bachelor's degree in teaching English as a foreign (TEFL) of Program in Language and Literature of Universidade Federal de Ouro Preto (UFOP) contributes to a teaching education in a model called “anti-hegemonic” (DINIZ-PEREIRA, 2008), in practice perspective of teaching education. The general objective is to investigate how relationships that involve of Bachelor's degree in TEFL of UFOP can contributes for the formation and insertion of the teaching profession. Already the specific objectives are to analyze the changes of curriculum and legislation about internship; to draw a profile about the in English Language through narrative’s experience of students in pre-service and the professors of this subjects; and, to make contributions for the discussion of the of the degrees in UFOP and other relevant implementations in this area. The hypothesis was previously defined, was created before data collection: the model implemented after the Resolution CNE/CP 1/2002 (BRASIL, 2002a) - establishing the National Curriculum Guidelines for Teacher Training Basic Education at the college level, undergraduate course, full degree - has better training in view of forming a practice because this Resolution is seen from an interdisciplinary perspective that articulates different practices developing itself from procedures observation and reflection to act in context. The theoretical framework proposed in this research consists of authors dealing with conceptions of - Pimenta and Lima (2010) and Barreiro and Gebran (2006); model anti-hegemonic - Diniz-Pereira (2008), the concept of reflective teacher - Schon (1995) and (2000), Gomez (1995), Zeichner (2003), Pimenta (2010), Duarte (2003), Pimenta and Ghedin (2010), Ghedin (2010). The methodological approaches used were qualitative approach, participatory research and techniques of data collection: document analysis, participant observation, focus group and semi-structured interview. The collected data were subjected to content analysis method, based mainly proposed Laurence Bardin (2008), and discussed in 03 categories as a privileged space in education, legal criteria and formatives practices in internship and language The results indicate that the fits the perspective of technical instrumentalization (PIMENTA; LIMA, 2010), the model hegemonic (DINIZ-PEREIRA, 2008) and little is linked to the concept of teacher.