In this communication, we will focus on the initial formation of High School Chemistry teachers. Initial teacher training depends both on the life trajectory of the future teachers, and on the training offered them by the undergraduate courses.

Nowadays, there is a great controversy concerning this topic, including in Brazil. In Europe, the present proposals for this initial teacher formation tends to be very close to a model that can be described as 3+1(or 2), in which the disciplines aiming at the specific formation in science are taught with no regard to pedagogical issues. This model is very close to the one previously adopted in Brazil for initial formation of High school teachers specialized in diverse specific disciplines. This curriculum for the formation of science teachers has been singled in literature as one of the factors responsible for a teaching practice largely indifferent to the students´ comprehension or their universe of interest.

Nowadays, the current official Brazilian curriculum states that the contact with the practice in High Schools ought to start from the first undergraduate years of teacher formation. In this undergraduate course, ideally, the scientific disciplines are taught in line with the pedagogical ones. In this context, the Brazilian Federal government established a national program that may be understood as a prototype to minimize this gap in the initial formation of the teachers. The program is called “Institutional Scientific Initiation Scholarship Program”, whose acronymfrom Portuguese is PIBID. The most important goal of this program is to engage teachers from University and High School in a sole effort concerning initial teacher formation.

The objective of the present communication is to report the results of our research which investigated the Social Representation (SR; Moscovici, 2008) of Chemistry undergraduate students from different universities about “being a chemistry teacher" aimingto unveil PIBID influences in those representations. The question underlying this work is to evaluate whether the initial propositions of PIBID have been achieved, at least partially.

In this report, the social representation concept is understood as proposed by Moscovici (2008), who, in short, considers that they are common knowledge, developed and shared socially. The Social Representation Theory and its developments aim at unveiling the socially shared concepts, that is, how people relate to scientific or specialized knowledge (Rateau et al., 2012; Wagner & Hayes, 2005; Wagner et al., 1996).

Herein our results are presented in the frame of the structural approach perspective as proposed by Jean-Claude Abric and co-workers (Rateau et al., 2012; Moliner, 1995; Vergès et al. 1994; Vergès, 1992). The conclusions emerge from the comparison of the SR Central Core of PIBID´s participants and non-participants.

The Central Core is the structural element of the SR, which characterizes a social group, and is responsible for the stability and significance of that representation.

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