This study analyzed the teaching knowledge of the Pedagogical Political Projects (PPP) of 2015 and 2017 of the Bachelor’s Degree in History at the Federal University of Western Pará (UFOPA). Documentary and bibliographical research was used to exam ine the disciplines that addressed the knowledge to teach, the knowledge for teaching and the knowledge of learning, according to Flavia Caimi (2015), as teaching knowledge for initial training in History. It was found that, despite the long tradition of preponderance of historiographical knowledge in the Bachelor’s Degree in History, the curricula in question offered teaching knowledge that articulated historical and
pedagogical knowledge in the construction of bachelor’s degrees with their own and autonomous identity, differentiating them selves from each other in the organization of the Supervised Internship and Theory of History components.
