The article analyzes the training experiences developed as part of the Continuing Education Program in the area of Educational – Profocap of the Federal University of Rio Grande (FURG). It analyzes a set of institutional documents released annually from 2008 to 2014, in the form of Management Reports. Based on these data, two interpretive themes emerged: the first views Profocap as an institutional policy for teacher training; the second presents the actions carried out under the program. We note that the program is a strategy for the construction of training spaces linked to the need to improve the teaching and learning processes. We conclude that there is a need for a triple movement: a reinterpretation of the understandings of the teaching profession in relation to teacher training and the times and spaces of training.