This article brings a review of an autobiographical research that investigated the reflexive-formative process of one of the authors as a movement that enhances the personal and professional development of teacher. The production of the empirical material was done by means of remembrances of the experiences lived in a program of inservice training for literacy teachers, proposed by the PNAIC (Portuguese National Pact for Literacy in the Right Age), in the year 2013. The research gathered a set of materials directly related to the training course in question, but also had written narratives that were becoming a powerful reflexive resource and awareness, resulting in a formative process guided by the commitment to the learning of the Students in an environment of knowledge production and mutual respect.