The thesis in question presents the results of the research What doteachers say about their formation? Confluences between pastoral experience andteacher training, carried out between 2021 and 2024 with teachers whose lifestories had been Anped by pastoral training. Considering the breadth andproduction of knowledge on the subject, especially on the CEBs, we chose towork in the state of Ceará, known within the Conferência Nacional dos Bispos doBrasil (CNBB) as the Northeast I Region. This approach took into account the factthat pastoral insertion, as well as the teaching insertion of this teacher-researcher,took place in Ceará, and was based on the following question: has pastoralformation contributed to teacher training? Based on this and other questions, thestudy investigated and analysed training, understanding its complexity andbreadth, but recognising it as a space for producing knowledge. The analysis ofthe data, as well as its grounding, was based on authors linked to critical theories,focusing on the dialogue between Liberation Theology, Popular Education andTeacher Training, suggesting that it is a spiral formation, where different types ofknowledge meet, bringing contributions to teaching. The methodologicalprocedures adopted were: a literature review; approval by the ethics committee atPUC-Rio; development and dissemination of the questionnaire inspired by thesnowball method, obtaining 31 respondents; the field stage, scheduling andconducting semi-structured interviews via Google Meet with 13 participants.Based on the qualitative analysis, the teachers emphasised the importance ofteacher training, but showed that pastoral training, due to the pedagogicalresources they used, favour participation and a more dialogical approach, evencontributing to initial training. In some cases, pastoral training preceded teachertraining, so that the materials and dynamics adopted in pastoral training were thebasis for teaching practice, showing that training takes place in different spacesand contexts, including in-service training. What makes it different is itsintentionality, approach and the resources used. In short, the teachers pointed outthat there are confluences between the training programs studied, because whilepastoral ministry works on dimensions such as affectivity, relationships,politically, making this relationship between faith and life, teacher training makesit possible to broaden theoretical support, go deeper and, like a spiral, broaden theview of one s own training and teaching practice.