The present work analyzes the emancipatory process of an engineer who became a teacher at UFPI, in his trajectory of academic formation and of educational practices. It also pursues to problematize how the university institution, notably a technological center of engineering education, accompanied this emancipatory process involving the teacher and his praxis. It tries to understand how this teacher, coming from a Center of Education in Exact Sciences and, therefore, not having in its initial formation studies directed to the teaching, acted in the classroom in a free and emancipatory form. The central question that this paper seeks to answer is the contribution of the academic institution in the process of emancipation of relationships and the interactions that are established, both outside and inside the work and learning environment, important axes that support the development in the formation of teachers.

Starting from the assumption of reconstructing, through the present study, the emancipatory process of a teacher graduated in engineering, it is proposed an analysis about the process of professional development of the teacher/engineer, passing through the rescue / reconstruction of his life history, according to Nóvoa (1992) "[...] an individual recognizes himself in the life story that tells himself about himself." And also, from the everyday, ideology and pedagogical practices, of the didactic-pedagogical resources used and appropriated by this teacher throughout his teaching trajectory.

The justification of this article goes back to the academic course of the proponent, who, in the course of the master's dissertation research, gathered from the professors interviewed, reports of how they entered the teaching profession, without any experience or have studied formative subjects in their undergraduate courses, Or even attended some course or isolated discipline preparatory to university teaching. One of the interviewees points out: "... in particular, I can assure you that I did not even imagine being a UFPI professor. After my graduation, I had been approved in a public contest for Petrobrás, I went to Nuclerbrás and had already taken internal courses ... Thus, the mastery of the content of the subject being taught is only a necessary but not sufficient condition for the teaching work, for the content taught in the classroom is never transmitted simply as such "[...] it is interattured, transformed, that is, staged for an audience, adapted, selected according to the understanding of the group of students and of the individuals that compose it "(Tardif, 2002). Thus, this disturbing question about the emancipatory development of pedagogical practices of higher education teachers coming from undergraduate courses that do not aim to train professional in education is rescued.

The cut comprises the period from 1975 to 2016 and is centered on a historiographic study based on Cultural History by authors such as Roger Chartier. It is influenced by Michel de Certeau, ViñaoFrago, António Nóvoa, Maurice Halbwachs, Cecília Souza, some of whom deserve greater prominence.