In this communication, the results of the research developed, which had as object of study the constitutive aspects of the didactic discipline proper of Didactics, of the training course of IE teachers "Cardoso de Almeida", between the years of 1953 to 1975. Our research was developed within the scope of the Research Program "History of didactics in teacher training courses in Brazil (1827-1911), along the research line" History of teacher training in Brazil ", one of the five research lines of the GP FORME - Educator's Training. By means of the history of the school subjects, we understand the materialization of the production of this knowledge, a fact that, according to Cassab (2004: 58), makes possible its investigation Through primary sources such as textbooks and schoolbooks. By analyzing school content, they pass explicit teaching practices and methods in official documents, minutes, schemes, teaching plans, thought and elaborated through a culture of their own, based on their needs. The privileged sources for the constitution of the corpus of the research were the didactic manuals that were studied by the teachers in initial formation. The theoretical-methodological framework of the research is constituted by theories of Chervel (1990), for whom the printed material can be interpreted as disseminators and legitimators of the so-called "objective purposes", which govern the constitutions of the processes of the educational institution, Among them, the constitution of the school disciplines, as the discipline in focus. According to Chervel (1990), it is necessary to understand the breadth of the notion of discipline and to recognize that a school discipline includes not only the teaching practices of the class, but also the great purposes that presided over its constitution and the phenomenon of acculturation of the mass Which it determines. Thus, the History of School Disciplines can play an important role not only in the History of Education, but also in Cultural History. Regarding the aims of the disciplines, Chervel (1990) states that the "goal ends" arise from what the various instances of society determine, to the detriment of what he calls "real purposes", which is what the school and its Subjects should elect to compose their subjects. We find that the production and circulation of the manuals studied reveal that it is a material for the dissemination and circulation of new ideas and teaching practices, seeking to ascend certain contents to the detriment of practices considered traditional or outdated for the time. We conclude that the content to be appropriated by teachers in the didactic discipline was prescribed, from what Chervel (1990) calls "objective purposes", from what the various instances of society determine to the detriment of what this same theoretician calls of "real purposes," which determine what the school and its subjects should elect to make up their subjects.