DIPIED research project has developed, as one of its activities, the study of recent reformulations carried out in Undergraduate Teacher Education Programs, seeking to contribute for comprehension of their curricular configuration. In this paper, we took as base the Undergraduate Teacher Education Programs in Chemistry from five Institutions of Higher Education, UEM, UESC, UFAL, UFSCar, UFSM, UFSJ and URI, to analyze how curricular configurations affect teacher identity formation. As sources of information, we used Political-Pedagogic Project of these programs. We pointed out that, there are still some limitations for the formation of a professional identity that differentiates the teacher of basic education of an operating bachelor in the area of the corresponding knowledge. However, on the whole, the express professional profiles in the PPP of these courses contain favorable elements to the structuring of formative processes that contribute to formation of the professional identity of a teacher.