This article presents reflections on the relationship between universities and schools in the field of supervised practice in pedagogy courses. The study is part of a research on the role of supervised formation for the professional practice of teachers in the university-school was set to one of the main categories of content in the analysis process effective. The research methodology is qualitative and used semi-structured interviews with teachers and coordinators of the IES and the data were related to the literature search and analysis of the pedagogical courses. This analysis was done based on studies of Martins (1998), Roland (2007), Lüdke and Rodrigues (2010), Diniz-Pereira and Silva (2010), among others. The results indicate that the relationship between the university and schools is presented as one of the most fragile stage, the difficulty in establishing more effective partnerships, combined with the possibilities of monitoring implemented according to the institutional conditions of work.