Despite of being an important stage for the development of its professional identity, the early stages of professor s professional career seems to be yet underexplored by Brazilian researchers. From the perspective that professors have an active role on their learning process, able to connect their practical and theoretical experiences (MARCELO GARCIA, 2009), and once initiated on their careers they go through a professional learning cycle (HUBERMAN, 1992), the broader aim of this research is to understand how professors on their early stages build their professional learning at the literacy cycle, connecting its theoretical and practical experiences in order to obtain professional development. Present research was completed with six professors with professional experience between 2 and 5 years, that have currently or past experience at the literacy cycle on the initiation stage (HUBERMAN, 1992); at public schools – municipal and federal – and private schools within Rio de Janeiro city. Interviews were used as a methodological tool. Interviews, understood as narrative production spaces, give room for multiple interpretations (KRAMER, 2002). Based on Lima s (2006) assumption that professor s development is a continuous process, without a firm established end, in which takes part its own experience as a student; specific professor formation – undergraduate degree - ; career commencement and its passage from student to professor to continuous development, first phase of the analysis was concentrated on the professors paths at the basic education, passing through formation – initial and continuous – up to their current practices and experiences as early stage professors. Analysis were completed having Bourdieu (2004, 2007, 2009, 2011, 2013) concepts of habitus, strategy and capital as drivers. It should be highlighted the option for a professorial career as a nonoption (LELIS, 1996) and family s influence, either supporting or rejecting this option (NOGUEIRA, 1998). Second phase was structured based on three axis that arose from the narratives as important for the research problem understanding: early stages, learning and literacy cycle. Regarding the early stages it was possible to conclude that difficulties associated with early stages of the career, such as students behaviour; competition among colleagues and parents interference are easily overcome with support given by school managerial team. In connection to the learning process, professor were unanimous in point the insufficiency of their degree, highlighting their relationship with their pairs – either within the school and outside the school as a privileged element of its professional learning. Finally, regarding the literacy cycle, pedagogical practices such as reading and writing, together with prestigious authors and public policy associated with literacy, highlighting the key importance of such period of the fundamental cycle, which demands specific knowledge (TARDIF, 2007) have been described by professors interviewed. Considering the early stages of a professor career as a differential stage, with particular characteristics and needs, demanding specific support and education (MARCELO, 1999, 2011; MARIANO, 2006; PAPI E MARTINS, 2010) current research highlights the need for a major institutional support for the literacy professors in the early stages of their career, complemented by induction/ introduction policies together with continuous developing programs.