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The Initial Training of Philosophy Teachers in Mozambique: History, Contexts and Challenges is the theme of this research. The general objective is to analyze the foundations of the initial training of philosophy teachers at the Pedagogical University of Mozambique. To achieve the general objective, we sought to understand the policies of international, regional and national organisms for the initial training of philosophy teachers; Analyse the theories on teacher training; historically contextualise the route of the initial training of philosophy teachers and analyse the perceptions of the philosophy teaching degree course teachers about the challenges of the initial training of philosophy teachers. For the development of the study, we resorted to qualitative research of bibliographic nature and document analysis; data were collected through a questionnaire addressed to teachers of the undergraduate course in philosophy teaching at the Pedagogical Delegation University of Quelimane. Two hypotheses underpin this work: the first is that the initial training of philosophy teachers is based on regional (Southern African Development Community - SADC) and international (World Bank - WB, and United Nations Educational, Scientific and Cultural Organization - UNESCO) public policies. The second hypothesis is that the curriculum of the degree course in Philosophy teaching is the result of the hegemonic demands of neoliberalism and globalization.