Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta pesquisa reporta-se à constituiÃÃo dos saberes pedagÃgicos de professores do Curso de Pedagogia da Universidade Regional do Cariri â URCA. Tem como principal aporte teÃrico os estudos de Pimenta (2009; 2011; 2012), Tardif (2014), Veiga (2004; 2010; 2012; 2014), bem como, o estudo sobre a racionalidade pedagÃgica desenvolvido por Therrien (2006; 2008; 2011; 2012). Busca problematizar o discurso corrente de que o domÃnio dos conteÃdos de ensino seria suficiente para o exercÃcio da docÃncia no Ensino Superior. Elegeu-se como objetivo geral: analisar a constituiÃÃo dos saberes pedagÃgicos de professores do Curso de Pedagogia da Universidade Regional do Cariri â URCA, segundo as narrativas docentes. Jà como objetivos especÃficos temos: 1) investigar qual a concepÃÃo de saber pedagÃgico expressa nas narrativas de professores do Curso de Pedagogia da Universidade Regional do Cariri â URCA; 2) descrever como a formaÃÃo inicial pode contribuir para a produÃÃo dos saberes pedagÃgicos que subsidiam o exercÃcio do magistÃrio no Ensino Superior, ainda que esta tenha como finalidade habilitar o professor para exercÃcio do magistÃrio na EducaÃÃo BÃsica e 3) caracterizar a relaÃÃo entre a docÃncia no Ensino Superior e a produÃÃo dos saberes pedagÃgicos. O presente estudo fundamenta-se na pesquisa qualitativa e tem como instrumentos de coleta de dados o questionÃrio, para caracterizaÃÃo dos sujeitos, e a entrevista narrativa, conforme as proposiÃÃes indicadas por Jovchelovitch e Bauer (2012). Os dados provenientes das entrevistas foram apreciados segundo a tÃcnica de AnÃlise de ConteÃdo desenvolvida por Bardin (2011). Os achados da pesquisa foram agrupados de acordo com os objetivos. Como tessituras finais, indica-se que: a constituiÃÃo dos saberes pedagÃgicos dos professores entrevistados, ocorre por meio das experiÃncias vivenciadas no decorrer do magistÃrio; a concepÃÃo de saber pedagÃgico dos professores està relacionada ao saber ensinar, o que o caracteriza um saber especÃfico da docÃncia; a formaÃÃo inicial à um espaÃo de compreensÃo do processo de ensino, contribuindo para a produÃÃo dos saberes pedagÃgicos que subsidiam a prÃtica dos professores entrevistados e, por fim, indica-se que a relaÃÃo entre a docÃncia no Ensino Superior e a produÃÃo dos saberes pedagÃgicos ocorre por intermÃdio do estudo e da realizaÃÃo de pesquisas sobre o ensino e a aprendizagem. / This research is about the constitution of the pedagogical knowledge of teachers of the Pedagogy Course of the Universidade Regional do Cariri - URCA. Its main theoretical contribution is the studies of Pimenta (2009, 2011, 2012), Tardif (2014), Veiga (2004, 2010, 2012, 2014), as well as the study on pedagogical rationality developed by Therrien (2006; 2011; 2012). It seeks to problematize the current discourse that the mastery of the contents of teaching would be sufficient for the exercise of teaching in Higher Education. It was chosen as the general objective: to analyze the constitution of the pedagogical knowledge of teachers of the Pedagogy Course of the Universidade Regional do Cariri - URCA, according to the teaching narratives. As specific objectives we have: 1) to investigate the conception of pedagogical knowledge expressed in the narratives of teachers of the Pedagogy Course of the Universidade Regional do Cariri - URCA; 2) to describe how the initial shaping of knowledge can contribute to the production of pedagogical knowledge which subsidizes the exercise of teaching in Higher Education, even though this one has the purpose to enable the teacher to exercise the teaching in Basic Education and 3) to characterize the relationship between teaching in Higher Education and the production of pedagogical knowledge. The present study is based on qualitative research and has as instruments of data collection the questionnaire, for characterization of the subjects, and the narrative interview, according to the propositions indicated by Jovchelovitch and Bauer (2012). The data from the interviews were evaluated according to the Content Analysis technique developed by Bardin (2011). The research findings were grouped according to the objectives. As final considerations, it is indicated that: the formation of the pedagogical knowledge of the teachers interviewed occurs through the experiences they met during the teaching period; the conception of pedagogical knowledge of the teachers is related to the teaching ability, which characterizes a specific knowledge of teaching; the initial shaping of knowledge is a space of understanding of the teaching process, contributing to the production of the pedagogical knowledge that subsidizes the practice of the teachers interviewed, and finally, it is indicated that the relation between teaching in Higher Education and the production of pedagogical knowledge occurs through study and research on teaching and learning.