This study discusses the social process of reconfiguration of professional identities of teachers of English as a foreign language through the analysis of narratives elicited during research interviews. For this research project I interviewed four teachers individually. The analysis is carried on envisioning the re-creation of the professional and the academic paths the teachers have followed until now and also their possible professional future projects. The constructed meanings are interpreted according to the studies of Interactional Sociolinguistics and are situated in the contemporary scene. This scene will be contemplated based on its influence on the reconfiguration of work relations, on the production of discourse and on the constant process of reshaping and reconstructing identities. The analysis focuses on the co-construction of narratives and explanations, in order to redefine professional and academic paths, future projects and professional identities. The trajectories and projects are analyzed based on the observation of the elaboration of the central point of the narratives, on the evaluations proposed, on the development of explanations, on the creation of coherence relations. Projects these that involve a continuous dedication to the teaching profession, in spite of all its problems, for the first two teachers interviewed; while presenting doubts and probable professional changes for the other two teachers. The characterization and function of narratives, teachers´ beliefs concerning their professional acting and the social value given to it or not, the making of teaching as a profession, as much as the development of their careers and some particular traces of English teaching are discussed, taking into consideration the contemporary scenario. In this context emerge new ways of being a professional, facilitating new choices, changes, paths, realities and identity reconfigurations.