This Doctoral Thesis (or Dissertation/USA) presents a study that aimed to investigate whether project supervisor of Institutional Scientific Initiation Scholarship Program (PIBID from Portuguese) subprojects of Chemistry from different Higher Education Institutions in Brazil formed a social group concerning the social objects "public school" and "initial teacher training" in the perspective that it is possible to identify the conceptions underlying the proposition of the practices developed in the referred subprojects. For this, we used Social Representation Theory (SR), which establishes that we have a social group when its subjects share common ideas and thoughts about a social object. The subjects of this research consist of seven project supervisors of the PIBID-Chemistry subprojects. For collecting information and its treatment, we employed the Oral History methodology, based on open interviews transcribed for the narratives' constitution, the object of the analysis. We performed data analysis through similarity analysis and content analysis. The similarity analysis allowed us to infer that this research's subjects constituted a social group concerning the social objects "public school" and "initial teacher training". The content analysis, carried out later, allowed identifying PIBID-Chemistry-Supervisors´ SR concerning "public school" and "initial teacher training". We could perceive that the social representation about "public school" expresses the understanding of this space as a place of "failures", which coexists with issues that interfere in the teacher's performance and anchors in the devaluation of Education. In turn, the social representation of these subjects about "initial teacher training" is related to its devaluation and the relationship between theory and practice issues. The SR anchors in the trajectory of this undergraduate course in Brazil and the teacher's social devaluation by Brazilian society. Finally, the data suggest that the social representations of the PIBID-Chemistry Supervisors on "public school" and "initial teacher training" influence the actions developed in the subprojects under their coordination, which allows us to infer that this social representation underlies the PIBID´s knowledge construction (its constitution, fundamentals and purposes), that is, it can be inferred that the PIBID-Chemistry supervisors constitute a collective of thought regarding the term "PIBID", although this program is relatively new (being established in 2007). Probably this aspect is due to the fact that the project supervisors, either started the activities of this program, or continued founding activities of their subprojects. In this sense, we can perceive the PIBID programme's importance for the Initial Training Teacher programmes that implemented it.