The theoretical and conceptual framework that supports this study is based on a sociocultural perspective of literacy. In this text, we discuss the perspectives of literacy of eight adult trainers in recent educational contexts in Portugal, specifically, in processes of recognition, validation, and certification of competencies. Based on the research, which uses a qualitative methodology, the aim of this paper is to analyze the perspectives of literacy and possible changes in the trainers’ literate identity. Their beliefs, representations and attitudes towards literacy take on particular relevance in our analysis.