This work investigates the presence of Artificial Intelligence (AI) in teacher training in relation to its insertion in curricular pedagogical projects and institutional policies, based on the understanding of teaching as a profession of human interactions (Tardif, 2014). An exploratory research approach is chosen, using documentary analysis techniques (legislation, curricular pedagogical project, institutional website, social networks), focusing on qualitative analysis. The analysis of public documents referring to the appropriation of AI in higher education courses in relation to the teaching process, classroom teaching, and teacher training courses is also proposed. Following the analysis of institutional documents, theoretical considerations will be made, interpreted in light of existing theories on teaching as a profession and teaching work, with the aim of establishing relationships between the documentary findings and theoretical contributions. It is understood that the relevance of this study lies in initial teacher training, as it seeks to describe how AI is being incorporated and used in higher education, specifically in teacher training courses through the curricular pedagogical proposals of higher education institutions.