The Teachers

: This work had as objective to understand the influences of the initial formation in the pedagogical practice of beginning teachers of Physical Education in the infantile education, having as perspective the supervised curricular internship (ECS). We opted for the qualitative research methodology, using semi-structured interviews as a technique and for data analysis, content analysis was used. The participants in this research were five Physical Education teachers at the beginning of their careers, working in early childhood education in a municipal network in the interior of São Paulo. Bringing the data together, we organized the results in a great axis: the influences of the initial formation in the pedagogical practice of the novice teacher. Within the scope, five themes were identified, namely: (1) The contributions of initial training to the pedagogical practice of the novice teacher; (2) Pedagogical practice in the mandatory internship, supervised curricular internship and extracurricular internship: challenges and possibilities; (3) PIBID as a program of induction and professional insertion in pedagogical practice and; (4) The limits of initial training for acting in early childhood education. The conclusion we reached is that, although teachers recognize initial training as the basis for their teaching performance, there are gaps, especially with regard to the teaching of Physical Education in early childhood education, which need to be addressed.