This dissertation project has as study subject the role of scenography teaching in the formation of the Theatre teacher. In this sense, seeks to present an analysis of the training proposal in scenography offered by Scenographic Studies and Scene Technologies Laboratory - CENOTEC to the students of bachelor's degree in Theatre of the Federal University of Rio Grande do Norte – UFRN. This is a qualitative research, using the methods and techniques of the case study as participant observation, interviews, questionnaires and analysis of documents and records (photographic and cinematographic), that aims to reflect how this laboratory contributes to the formation of Theatre teacher at this university, which educational activities develops and what challenges facing. For the construction of this analysis, the research dialogues with authors like Pamela Howard (2009) and Mickinney and Butterworth (2009), about the discussion of scenography and its transformations in the twentieth and twenty-first centuries, and Araújo (2005) and Freire (2005), in the debate about scenography teaching and teachers training. Therefore, through this research, we seek to spread and expand discussions on the pedagogical aspects of scenography teaching beyond the technical aspects in the field of Theatre Pedagogy.