The aim of this text is to address, epistemologically, teacher training in the light of recent legal regulations resulting from research, academic debate and public policies implemented more than 20 years ago in Brazil. The text is structured in three items. The first sets the context for advancing public policies and their commitment to children’s rights. The second presents the training from the narratives of two professors bringing them closer to theoretical references to that field of study. The third moment challenges training, based on observed practices, experience and narrative concepts. Narratives are intertwined – in the text – with the training of teachers and concepts that can help address identified problems. The final considerations emphasise the urgency of considering and practising training as collective (ethical) experience, aesthetic experience and knowledge production pathway.