This article aims to describe and analyze representations of the brazilian basic education teacher in what i call reflective academic writing, materialized in Supervised Internship Reports, productions written in higher education at the end of the Supervised Internship discipline. The Theoretical Foundation is based on the interdisciplinary studies of Applied Linguistics, which present themselves as a fertile field for discussion in education. The Methodology is based on the principle of Context and Instantiation of Systemic-Functional Linguistics, which guarantees specific outlines about the research. The data reveal that academic writing shows significant improvements when directed by the mentioned methodology. This is semiotized through the construction of teaching objects and the reflective representation of the Brazilian basic education teacher through the academic writing referred to here.