THE SCHOOL TEACHER’S RULE IN THE EDUCATION OF THE FUTURE TEACHER OF SCIENCE : a discourse in silence.

In this paper we focus our attention on the Supervised Internship teacher`s practice, specifically in relations established between the individuals involved (professor, schools, and students), seeking to identify papers about this subject as the approaches to the students of the school and the school-teacher’s role in this process. We identified a school teacher’s lack of knowledge and also a lack of appreciation of their practice and related it to the prospect of silencing in Discourse Analysis of the French Line – DA. We affiliate this silence to its historicity seeking clues on the construction of this discourse. We conclude that the naturalized absence of the school-teachers and of their knowledge in the education of the future teachers is produced by academy speeches that ignore them and silence about them. Also formed on this basis, the teacher of basic education builds his senses, for example, perceiving himself absent from the process, assuming a position and, consequently, a role that placed him in silence, even after the emergence of a new discourse produced from practice valuation in the initial teacher education.