The goal of this study is to understand the role of the Pedagogy course plays in the qualification of lower school teachers, specially the preparation for teaching to read and write. Applying a questionnaire to a sample of pedagogy students from five institutions (3 public and 2 private) from the city of Rio de Janeiro, I try to identify which students are enrolled in this qualification process and how they relate to this experience. Taking into consideration recent discussions regarding proposals to change the Pedagogy course, as well as those in the center of the debate over the field of study of the Portuguese language and it's teaching, it is understood to be important to perceive the view point of the faculty, not only regarding the students but also these questions. Interviews were conducted with eight faculty members of these five institutions, which lecture on the methology of the teaching to read and write. In reference to the profile of the sample students investigated, results points to the maintenance of the predominance of the female gender, though a rise in male presence is indicated. Other indications that might point out a tendency to change in the characteristics of the students, that most recently entered the program, were observed. Aliened with other studies, a relevant percentage of young students were observed while an insignificant presence of graduate students of medium level teaching courses was registered. Regarding the social-economic background, the survey does not confirm the thought of a more popular origin for the candidates to the pedagogy degree. Contrary to this, the presence of multiple backgrounds was observed, with the majority (62%) coming from different segments of the middle class. An important factor the point's out is the intention of the degree candidates to pursue further academic qualification after graduation. Regarding the contributions of this program toward the formation of these students, though the reasons for the pursue of the pedagogy program appear to be more associated to the conditions objectively given than to a clear decision towards a teaching career, one observes a positive attitude in face of the profession by recognizing that the capacitating process has contemplated reflections regarding different aspects that contribute to the professional learning and by the perception that a relevant number of students intend to pursue a career in teaching. This said, it is observed, despite a possible deficient schooling during the formation of these students as future teachers, it is perceived that the program has contributed to increasing their levels of literacy, favoring the solidifications of the specific knowledge for the teaching of the language regarding how and what should be thought, both in the early alphabetization and in the subsequent grades. Figures that can be understood as a straight approximation with the concept and acting perspectives that, according teachers interviewed, are orienting the formation being practiced in the pedagogy programs these students are enrolled.