This paper aims to present the advances and theoretical articulations around the project “Social Representations of Pedagogy and Teaching Degree Students on the Teaching Work” developed by International Center of Studies on Social Representations and Subjectivity – Education (CIERS-ed), hosted at Fundação Carlos Chagas with the support of Fondation Maison des Sciences de l'Homme (France). The project counted with a network of researchers that comprise 40 research groups from 25 national and international universities and it is qualified as a longitudinal study, since it will follow up the student’s training at the higher education institution for four years, further estimating one year of follow-up after the student’s graduation. The purpose consisted in identifying how students of the first years of undergraduate programs in the education area (Pedagogy and Teaching Degrees) are defining their future professionality during the course by means of analysis of the building processes of their social representations on the teacher’s work. The representation of the students surveyed indicated that students who are being trained share the same vision that education systems are performing at their education policies. Prospective teachers pass on to parents the reasons for the poor performance of students or even the students themselves.