This research seeks to investigate how a supervised teaching practice occurs at a secondary school during teacher education. The study is based on the project Teaching practice in courses for teacher education as a two-way road between university and school, which has sought to bring together those who are involved in teaching practice, such as future teachers, teacher trainers and school teachers, in order to discuss with the group the role of teaching practice in the training of future teachers. The central subjects of this research are those who are involved in the above mentioned project, mainly in its first six months. They come from two teacher education degree courses for teachers in PUC-Rio - Geography and Languages (Portuguese-English) - and from a public sector secondary school in Rio de Janeiro. We interviewed eight future teachers, four teacher trainers, two school teachers and the principal of the school involved. During two months, we observed the classes with or without the presence of future teachers. Besides, we have participated in every meeting with the people involved in the project, in the attempt to understand how the teaching practice would develop as a whole. Our bibliographical support is the literature on school as a real space of initial and continual training and of teacher professional development, as it is possible to learn from Nóvoa, Perrenoud, Canário, Roldão, Tardif and Lüdke among others. We also based our study on the literature on teaching practice taken from Ghedin, Pimenta and Lima as well as on the analysis of teaching practice that has already been carried out by Cardozo (2003) and Albuquerque (2007), the former from the perspective of future teachers, and the latter from that of the school teachers. This dissertation analyzes teaching practice departing from the school, contributing to the analysis of supervised teaching practice from three different perspectives. The analyses indicates that teaching practice, in the context in which we have studied, constitutes a rich opportunity for interchange between those who are involved in it, mobilizing everyone, including the students attending the school; that is, leading to some kind of internal movement of every subject. The observed teaching practice also reveals itself as more significant and less bureaucratic for the trainees, contributing to the immersion of these future teachers in their job context. It is also possible to observe that the approximation between the subjects of the teaching practice, such as future teachers, teacher trainers and school teachers, allows us to understand the movement of knowledge between university and school. The engagement of everyone involved in the current teaching practice process in a common project opens possibilities for thinking about future proposals for teacher education in real collaboration between both teaching institutions.