The comunication presents an ongoing study on situated learning of the students of prospective teacher Course, offered by the Education Institute of the University of Campinas (Unicamp). The main objective of the research is to understand the professional apprenticeship practices of the mathematics prospective teacher from the participation in interdisciplinary experiences in the Education Institute. The research has as a reference frame: The Learning Based on the Social Learning Theory, participation in Communities of Practice and the professional development and identity and finally the interdisciplinarity frame. This is a qualitative research, with a prospective teacher Course as context of research. Initially, the research involved eighteen students from eight Education Program (Mathematics, History, Science Social, Geography, Letters, Sports and Arts). However, four trainee students from Mathematics Education Program were selected to analyze narratively their learning trajectories. The empirical materials that make up the corpus of analysis and interpretation were obtained from the researcher's field journals, trainees 'field diaries, trainees' intervention plans in the field training schools, final reports of the course, questionnaire, and interviews (individual and groupal) of the prospective teachers participating in the research. The methodological contributions and analysis procedures adopted are in agreement with the narrative analysis, which is a way of understanding the experience developed through the learning practices in four teaching learning scene: a School, University, Interdisciplinary Groups and TelEduc. When discussing interns' practices in the different scenes, we consider that the course's development revealed characteristics of an interdisciplinary and transdisciplinary nature, allowing prospective teacher to cross the boundaries of the academic disciplines.