The text discusses the Institutional Scholarship Program for Teacher Initiation developed at Federal University of Minas Gerais – Pibid-FAE/UFMG, with the aim of presenting its objectives, actions and challenges. To accomplish this end, the aspects which make the program singular in the Brazilian contemporary educational context are pointed out and educational innovations are discussed. Based upon the concept of dialogism and of writing acts, an analysis is made of processes for the signification of teaching practice through a study of the annual reports presented by the coordinators, supervisors and teacher educators who participate in the PIBID-FAE/UFMG.