The reflection on the impacts of contemporary educational policies on the work and training of teachers indicates the progress of the neoliberal perspective that denies the position of these professionals as individuals and intellectuals, trying to reduce them to the role of technicians who adapt to regulatory strategies and seek to achieve better results, with fewer and fewer resources. There has also been a record of training experiments focusing on the use of knowledge, trajectories and experiences of these subjects. This objective text reflects, from the dialogicity and its principles, on the limits and possibilities of teaching the teaching profession in the face of the influences of existing educational policies. Reflective dialogical circles with thirteen teachers discussed aspects that articulate life, training and work. The results, analysed from Freire (1967, 1987, 1996, 2000) and other authors who present dialogicity as a theoretical, political and methodological perspective, suggest that, in the present context, learning the teaching profession requires critical and problematic guidance that will guide both the borderline situations that set out the possibilities of humanisation and the novelty of living, resulting from waiting as a political and ethically situated attitude in relation to the profession and the context in which it forms part.