[Abstract] To think about the teaching practices at the university in the middle of the new necessities that come from the effervescence and the vertiginous changes of society, means to reformulate the ways of thinking, learning and teaching, enlarging the vision of the new phenomena put forward to human life. It is discussed today the need of a reflexive teaching practice, as a way of “potencializing” the apprenticeship and to fight against the alienation of man. It is known that to plan today is necessary not only in educational practice, but in all human segments. For Freire (1996), as important as the teaching of the contents in the classroom is the teacher’s coherence about what he says, writes or does. To think about this aspect is to defend the teaching as a concrete whole in which the understanding and the building of the knowledge, systematized in the school, should receive a broad vision in a ceaseless movement. It is recommended awareness about the development of a wider teaching capacity for the teacher, to enlarge the possibility to take advantage of the rich contact in the relationship between teachertudent-building of the knowledge. This work presents the results of a research realized with 32 academic teachers working in license courses and not in an Institution of Superior teaching–IST of the private teaching net situated in the Western Central Region of Brazil, at Triangulo Mineiro. Its aim is to present and analyze the indicators of the university teaching practices privileging