The research that I present in this work was motivated by my experiences in a scientific initiation (IC) project and as a participant of a research group during graduation. Guided by the ethical and methodological-theoretical basis of Exploratory Practice (PE) (ALLWRIGHT; HANKS, 2009; MILLER, 2012; 2013), its principles and its continuous work for understanding (MILLER et al., 2008), I (re)invited some colleagues, today teachers, to seek, together, understandings about the puzzle Why was participating in the discussion group so significant to me?. So, the times we had in different research and discussion groups in what we took part during our process of becoming teachers motivated and boosted a warm exploratory conversation (MORAES BEZERRA; NUNES, 2013), generating different posters, which organized our discussion in small presentations and guided our quest for understanding. In our discussion, we realized that aspects such as Quality of Life (ALLWRIGHT, 2008; MILLER, 2010), Affection (ZEMBYLAS, 2003; 2005) and Socioconstruction of identity(ies) (MOITA LOPES, 2001; BASTOS, 2004; 2005) performed as been of great importance in our formation and as elements which must be observed and discussed in teacher training. They also made us build intelligibility(ies) about the sustainability of Exploratory Practice s work for understanding in academic research and teaching (MILLER, 2013), as well as to understand that every teacher is a researcher (ALLWRIGHT, 2016).