This paper focuses on Knowledge Management (KM) applied to the Pedagogy Degree course in Distance Education at the State University of Rio Grande do Norte. The general objective of the research is to understand how KM practices and tools adopted by the course's teachers can be formalized and improved, strengthening the quality of future teachers' training. The justification is based on the importance of promoting quality education in distance learning, a field that has grown significantly, requiring new methods of knowledge organization and sharing. To this end, an exploratory and descriptive methodology was used, with a qualitative approach, carried out through a case study, which will use interviews and document analysis to discuss the KM practices applied by the institution. The theoretical and methodological foundation is based on theories of knowledge management in the educational field and quality applied to the context of distance education. The research problem aims to answer the following question: how can the Knowledge Management practices and tools adopted by teachers of the UERN Distance Education Pedagogy Degree course be formalized and improved to strengthen the quality of training for future teachers? The initial hypothesis is that the formalization and improvement of Knowledge Management practices and tools used by teachers of the course have the potential to significantly improve the quality of training for future teachers, by facilitating effective knowledge sharing, promoting pedagogical continuity and ensuring the consistent application of best educational practices in the context of distance education. Based on this, the main objective of the research is to understand how the Knowledge Management practices and tools adopted by teachers of the Bachelor's Degree in Pedagogy EaD course at UERN can be formalized and improved to strengthen the quality of training for future teachers.