This research aimed to investigate perceptions of professional development and the teaching experience under temporary contracts, based on interviews with teachers working in public education in the municipality of Rio de Janeiro. This concern is justified by the growing number of temporary contracts in public education systems across the country – an arrangement that contradicts the principle of exceptionality by becoming a standard hiring policy. The theoretical framework grounding the study is based on discussions around the teaching profession, teacher education and subjectivity. To that end, the study draws on the works of Tardif (2013); Tardif and Raymond (2000); Nóvoa (1992, 2017, 2022); and Gatti (2011) connecting the bibliographic discussion with the concrete experience of non-permanent teachers, highlighting the challenges and possibilities of working under such employment arrangements. Throughout the research, we interviewed nine female basic education teachers from the public school system of Rio de Janeiro who, at the time of the interview, were either working under temporary contracts or had experienced such contracts at some point in their careers. The accounts revealed that peer relationships in the context of temporary contracts are a determining factor in building professional identity and even in decisions about remaining in such positions. This challenge underscores the importance of creating support networks among teachers, which are essential for collective professional development, shared learning, and the consolidation of teaching as a collaboratively constructed body of knowledge.