The purpose of this study was analyze the contribution perceived by the students about the curricular stage in the constitution of the professional identity from the dimensions of the professional representations. The sample was composed of 140 students of the last year of Physical Education baccalaureate of three institutions of superior education of Maringá-PR.. For the data collection, a sociodemographic questionnaire was used and the questionnaire " Assessment scale of the constitution of the professional identity of the bachelor in physical education" (EAECP). The Kruskal-Wallis test and Friedman's test with Dunn's multiple comparison post hoc were used to compare the areas of professional representation in relation to the higher education institution. The Mann-Whitnney "U" test was used to evaluate the difference in the scope of professional representation in relation to sociodemographic variables. The results showed that in the view of the students the curricular internship contributes to the understanding of aspects related to the professional exercise in their knowledge and possibilities of intervention, but lacks pedagogical treatment that fosters professional autonomy. It is concluded that the actions of socialization provided by the curricular internship, together with the time of dedication and previous experiences contribute to the constitution of the professional identity.