This research presents a review study of the Public Policies field, mainly the subfield of Policy Implementation. Based on established theoretical and methodological references from Political Science, Public Administration and Political Sociology, we analysed the institutional arrangement for the implementation of specific educational policy, Programa Institucional de Bolsas de Iniciação à Docência (Pibid), the Brazilian Scholarship Institutional Program for Initiation to Teaching. This program is part of a set of recent public policies of the Ministry of Education and Capes – the coordination for higher education staff development –, directed to undergraduate courses focusing on initial teacher training. We developed qualitative research through the analysis of the thematic content of bibliographic and documentary data, together with secondary sets of data. The purpose of the research was to understand the specificities of Pibid in the history of public policies for initial teacher training in Brazil throughout the analysis of the institutional arrangement of its implementation. The specific objectives were to understand i) the articulation of educational policies in the context of the program formulation; ii) the structure of the policy design through collaboration schemes between federative entities, educational levels and institutions both of higher and K-12 education, and iii) the roles played by the actors from the formulation to the implementation. The prospective reflection aims to further contribute to the Policy Implementation field by expanding the analytical scope, incorporating the concept of scale in an interface with Geography, within the lights of a socio-spatial perspective.