The present article deals with the questions regarding the preparation of the undergraduate students of the Licenciatura em LÃngua Inglesa major (English Letters) of the Universidade Federal do PiauÃ - UFPI (Federal University of PiauÃ), for the teaching, as well as it analyzes the dimension of the educational policy in the manegement of the formative process and how it reflects in the pedagogical practice of the graduates. Through a qualitative and descriptive research, doing the use of focal groups along with the enrolled students in two subjects: PrÃ¡ticas I e II de LÃngua Inglesa (English Practices I and II) in 2012, we perceived, during the participative observations, application of interviews and semi-structured questionnaires with teachers and coordinators of the major and schools, gaps in the transposition of the legislation which seeks the Basic and Higher Education for a more efficient and effective teaching work. As a result of this investigation, we verified that the reality of the English teaching in public schools of Teresina escapes from the established objectives in the Pedagogical Project of the major, which seems, in our view, to be forgotten in its reflexive essence, theoretical and practical, making the future professionals and the regular teachers focus more on the teaching based on the traditional method or, in an equal limited way, they just guide themselves in their implicit skills. That visibly reflects, according to what we noticed, on the precariousness of the linguistic performance of the high school graduates, who need qualified teachers, conscious and that face the school reality so they accept their trade with responsibility and competence, what directly requires, a redirection of the actions executed throughout the major, which still remains, in spite of all the modifications, discussions and researches, plastered mostly in the technical rationality.
Keywords: Educational Policy, Teaching Formation, English Language Teaching.