This book is the result of an academic investigation that aims to analyze elements that have been contributing to the construction of the professional teaching identity of History students, in the context of the curricular reform of the undergraduate courses at UFPE. For this endeavor, we understand that this identity constitution occurs through the interlinking of biographical, personal, social and professional elements, with initial training having a privileged place in this development. Within this framework, the study allowed us to infer that the elements participating in the professional identity construction of History students are relational and procedural, within the scope of the dialog between individual-society, with emphasis on the identification with the field of History and with teaching through: experiences in high school, relationships between students and with academic disciplines in the field of education, relationships built with teachers considered a reference during the course. Also noteworthy is the theory-practice relationship experienced in the compulsory internship, in the subject seminars (work presentations) and participation in programs such as PIBID.