This doctoral thesis has as its object of study the Pedagogy course at the Federal Rural University of Rio de Janeiro, Seropédica campus, seeking to identify the social and academic relevance of this graduation in the training and professional insertion of its graduates. The research is developed from twenty narratives written by graduates of the pedagogy course of this educational institution in order to identify their perceptions and experiences. Questionnaires are also applied, answered by 59 graduates and 19 professors, and institutional documents are analyzed in order to provide contextual data about the respective course. In this study, with regard to teacher training, we spoke mainly with studies by Nóvoa, Tardif, Gauthier, Imbernón, Gatti, Arroyo and Marcelo Garcia. With regard to the methodological references in the field of narratives, we rely on the work of Josso, Delory-Momberger, Clandinin and Connely, Bertaux, Passegi, Souza, Abraão, Larrosa and Dewey. The analyzes of the narratives were carried out based on the concept of the Gizburg Evidence Paradigm, in which the evidence led us to identify four analytical axes and the conclusions presented. The first axis identified reveals the profile of students in the Seropédica campus Pedagogy course; the second axis deals with the reasons for choosing the pedagogy course and about being a teacher; the third axis brings the formative experiences lived within the scope of UFRRJ and the fourth axis refers us to the professional insertion of graduates. During the investigation, it could be verified that the graduates of the Pedagogy course at UFRRJ, Seropédica campus, are people from the popular class; in large numbers, working women, who nurtured the desire to obtain a degree in a public institution as a possibility for social mobility. The training experiences narrated reveal that participation in research groups, scientific initiation and teaching initiation programs are training potentials that favor professional insertion. Thus, it was found that a significant portion of graduates, entered through public teaching, working in the initial grades and in management in different education networks, in addition to continuing their academic life through master s and doctoral courses. It is thus concluded that the social and academic relevance of the course in question is ensured through the professional insertion of graduates in public spaces, especially in the context of Baixada Fluminense and the suburb of Rio de Janeiro, where subjects from the working class are teaching with commitment, responsibility, autonomy and criticality. These values were acquired, according to evidence found in the narratives, in initial training and continued through humanistic and autonomous practices and reflections.