This work discusses the importance of established practices in the creation of new orientations for the processes of knowledge and the teaching-learning processes, through the subject Psychology of Education in the Teacher education Course at the Universidade Federal Fluminense, in Rio de Janeiro. Although this discipline theoretically discusses issues of knowledge in situations of formal learning, it should interact with conceptions and teaching models constituted through a wide range of school experiences. Thus, it is important to work with a proposal for the discipline Psychology of Education, which integrates theoretical contents and the students’ concepts of knowledge and the teaching-learning processes. For this purpose, a study was carried out with groups that study this discipline, with theoretical support from the Imaginary Social field and from the Historical-Social trend, the methodology of which consisted in the selection and discussion of literary stories with themes related to teaching practice. This methodology, is inspired by what the young Vygotsky denominates “reader critic”, in which he defends the idea that the work of art, after its creation, becomes separated from its author and is rebuilt by the reader. Thus, in general, critical work with literary works on with themes related to educational experiences becomes a vehicle for the revelation and expression of experiences and concepts, allowing a new relationship with the theoretical contents and a new orientation for the processes.