This dissertation reflects on the relationship between teaching, learning, and the construction of pedagogical practices grounded in the appreciation of culture, memory, and ancestry, based on the experience of a teacher and researcher in the teacher training course at ISEPS. The author highlights that opportunities for reflection, artistic expression, and contact with cultural spaces are essential for social transformation and the development of students identity. The research analyzes the methodology of the extension activity Cultural Literacy, which integrates cultural visits, art projects, and reflection-in-action, combining concepts from Design, such as design thinking, with dialogic and collaborative pedagogical practices. Through reflective records, student reports, and observations, it is evident that cultural experiences mediated by art broaden students repertoire, strengthen cultural identity, and promote the protagonism of future teachers. The integration with authors like Freire, hooks, Schön, and Cross reinforces the importance of dialogue between theory and practice, emphasizing reflection-in-action as a central element in teacher education. The partnership with Design enhanced the development of collective projects, such as an exhibition on ancestry, which demonstrates the power of the creative and collaborative process in education. It is concluded that valuing roots, attentive listening, and artistic experimentation are pathways to a more sensitive, critical, and transformative education—one with the potential to positively impact pedagogical practice and society.