The forward text is structured after studies and reflections in the intention of evidentiating the Process of Docent Knowledge Constitution in IFMT, with focus on the theoretical and pratical articulation of docency. The text is originated from selections of a masters dissertation entitled Formação e Trabalho Docente na Educação Profissional: Os Saberes na/da Docência no IFMT (Formation and Docent Work on Professional Education: the Knowledges in/from IFMT docency). The theoretical reference is based on authors which discuss the learnings of docency, docent formation and work, docent knowledge, knowledge from docency as well in literature that treats about Professional Education, more precisely integrated to the Ensino Médio. The methodological assumptions find support on the qualitative approach through bibliographic and documental research and on oral and written narratives, leading to the following conclusions: the mobilized knowledge in docent formation can not be comprehended isolated, but in a group of actions from the daily basis of the work of the professor, once the knowledge is build through the professional career and, particularly, upon pratical pedagogy experiences, for the (re)construction of docency happens in the day-to-day classroom learning, as it is, therfore, a continuous process which follows all the personal and professional courses marked by different contexts experiences lived. The idea is that the act of docency is in itself a learning and teaching process in interaction with subjects mediated by the docent knowledge. However, the challenges which must be overcome in the actions of the professor in Professional Tecnological Education (Educação Profissional Tecnológica -- EPT) lead in to a docent formation contextualized in the principles of tecnological knowledge. [ABSTRACT FROM AUTHOR]