This work addresses an experience of teacher development in the context of the Institutional Scholarship Program for Teacher Initiation (Pibid) at the Federal University of the Piauí. The Program is financed by the MEC/CAPES and has the objective of valuing teaching, promoting a bond between future teachers and the public school classroom. The modus operandi is undertaken through reflection-action, centering on the axis of knowing how to do, approximating the clinical method in order to construct the pedagogical rationality of the future professor. The preliminary results revealed that to sediment the initial formation of the future teacher on the knowing how to do axis, it is necessary to develop professional competencies and dialogical capacity, in addition to constructing the identity of the teacher grounded in a practical-reflexive epistemology with emancipatory contours.