Inserted in the field of Contemporary Applied Linguistics (Moita Lopes, 2006, 2013), interwoven by the principles of Exploratory Practice (Allwright, 2006; Miller, 2006, 2013) and guided by the studies of Beliefs in the teaching-learning of foreign languages (Barcelos and Abrahão, 2006; Silva, 2010), the present study analyzes the interrelationship between experiences, beliefs and actions based on the interpretation of the experiences of two teachers from a public educational institution. Within a qualitative and interpretive perspective (Denzin & Lincoln, 2006), this is a reflective research of an autoetnographic nature, of which I, a French teacher, and my colleague, an English teacher, are participating practitioners. In line with the aforementioned areas of study and the qualitative-interpretative paradigm, which understands the production of knowledge as being intertwined with the practices experienced in socio-historically situated contexts, I do not aim to propose general solutions based on homogenizing truths. The motivation for this research arises in 2018, in the context of a project of age-grade readjustment classes, at the institution in which my colleague and I work. This is a flow correction project in the school context in which we developed an interdisciplinary work that we named Teaching in partnership. The data were generated through a reflective conversation, whose excerpts selected for analysis are presented according to the themes emerging from the interaction. My focus is on the understandings related to the beliefs about foreign language teaching-learning that my colleague and I co-constructed reflexively at the time of this conversation.