This article presents reflections about the challenges faced in developing a research-training that investigated teachers of elementary school and their learning processes of teaching. It examines the tensions and reconstruction of research and key concepts that guided the work of the group: teacher training, research training, narratives of life. It discusses the difficulties of such research and the possibilities for paradigmatic changes that facilitate a process of building new paths to a new school and a new teacher.
research; training; life narratives; teacher training