This paper discusses the activity of supervised student teaching placement. It presents a brief history of how this activity has been treated in the Brazilian legislation, and the concept of supervised teaching placement defended in this work work. It then presents the results of a survey conducted in a pedagogy course, in which we sought through the responses to interviews with students of the aforementioned course, to identify elements for the resignification of the supervised teaching placement. The results of the survey show, in particular, that real insertion of the trainee in the school context is only possible with a longer stay in the school, with the university and the school working in partnership, and with the teacher assuming responsibility for the education for future teachers.