This work presents some reflections on teacher training in the literacy context. It is part of a wider narrative sociocultural study developed with literacy teachers. Based on these considerations, it aims to highlight elements that are evolved in the process of building literacy practice, and to reflect on teacher training in this educational context. Through the research activity developed, it is possible to understand that learning how to be a literacy teacher consists of a relationship between theory and practice, and reflection and shared work are fundamental aspects of this process. The school is understood , therefore, as the place of possibilities in relation to teacher training; a space where the teachers can recognize themselves and be recognized by others as producers of knowledge.