This work is the result of a master's investigation in Brazil, which discusses the teaching of the parabola in the initial training of mathematics teachers. Our theoretical framework addresses the relationship between intuition and the dialectics of the theory of didactic situations, which supports the analysis of the results of this study Its objective was to identify and register categories of intuitive reasoning manifested by the subjects when solving a didactic situation involving the parabola with GeoGebra software contribution. The methodology adopted was didactic engineering, experimented with eight students in initial training at a Brazilian public university, among 6th and 9th undergraduate semesters. The posterior analysis and validation allowed us to verify the need to discuss the parabola, articulating its geometric, algebraic, and analytical views, as well as to reinforce the importance of its teaching with the use of technology.