This research investigates which actions are predominant in the State to adapt the policy of initial teacher training to market demands. In order to identify which guidelines or training dynamics predominate in recent documents that define curricular guidelines and a common basis for initial teacher education. For this, I develop the discussion on the relationship between State, regulation (of training and teaching work) and the labor market, having as theoretical assumption the dialectical historical materialism and the techniques for content analysis of Opinion CNE / CP No. 22/2019 and CNE / CP Resolution No. 2/2019. The concreteness of this analytical movement ends with the characterization of the Institutional Pedagogical Residency Program (PIRP) as an effective development of the State for the training of teachers, as it is an ambitious public policy for improvement at the national level.