The present thesis analyzes the topic of co-constructed identities in the narrative practices of teachers who participated in a continuing education course offered by a private higher education institution in a city in the state of Rio de Janeiro. The focus of this investigation lies in the search for understandings (ALLWRIGHT, 1991; 2001; 2003; GIEVE; MILLER, 2006) about the narrative practices of teachers under continuing education, about what happens while these teachers narrate their stories, about being a teacher of English in our society these days and about the permanence of the participant teachers in their profession. The data presented here come from potential exploratory reflective activities, i.e., PERA (MORAES BEZERRA, 2007), performed throughout the second semester of 2010, which were later qualitatively analyzed in micro perspective in the light of the studies of oral narratives (LABOV, 1972; LABOV; WALETSKY, 1967; BASTOS, 2004; 2005; 2006) and life stories (LINDE, 1993), under the strong influence of the theories of Interactional Sociolinguistics (TANNEN; WALLAT, 2002; GOFFMAN, [1981] 2002), and the studies of identities (HALL, 2001), particularly the ones which consider the narrative practice as a privileged place for the construction and analysis of social identities (MOITA LOPES, 2001). It is relevant to highlight the fact that the concept of life stories adopted in this work, as narratives or social units, shared in parts throughout each person’s life and which go beyond a simple juncture of facts, as well as the relation of causality to promote coherence in the stories, are in conformity with the studies of Linde (1993). From this perspective, it is possible to observe that, while interacting, the participants of this investigation construct narratives, which allow the emersion of themes, and personality traits that coherently justify their professional choices and their permanence in their profession. The results achieved or the generated understandings, in consonance with the principles of Exploratory Practice, shed light on the strengthening of the idea of identity fluidity and multiplicity of participant teachers, besides bringing up their footings in the present scenario and the social discourse of those teachers who remain in their profession in our country. The development of this research points to the practice of reflection aiming at generating understandings to promote quality of life, not only in classrooms, but also in all instances of teaching.