This research is part of a broader study carried out in Ceará. Itsoverall objective is to analyze the curricular organization of degree courses in Pedagogy, focusing on the treatment given to the formative knowledge to serve future children’s education teachers in seven face-to-face pedagogy courses and one (1) distance-learning course (EaD) of a multi-campus Higher Education Institution. This research uses a qualitative approach, based on document research - the Law of Guidelines and Bases for National Education - LDBEN no. 9394/1996, the National Curricular Guidelines for Pedagogy courses in 2006, and CNE/CP Resolution no. 2/2015 and the Curricular Matrices which were obtained from the websites of EMEC and the institution investigated. The data were organized on NVIVO software and analyzed based on the theoretical knowledge related to Teacher Training, Curriculum and Children’s Education. The results shows that the initial teacher training of this institution needs to be  rethought, considering not just the legal requirements but also revising its concepts, including as an institution that offers face-to-face courses. In this field, it is necessary to reflect critically on the elements offered during the training of future teachers to work in Children’s education in Basic Education in Brazil.