During the training process, it was possible to observe changes in the discourse and posture of the literacy teachers. At first, the teachers participating in the program did not believe in the proposal of the trainings; for them the learning process of reading and writing could be based on memorizing the alphabet and training the writing of letters. They gradually abandoned these beliefs and invested in the approaches that seek to give more value to the culture, identity, life history, and expectations of the students. Through the involvement with the application of the methodology in classroom practice, they verified the efficiency of the methodological proposal and really noticed the involvement and growth of the students. To achieve a real change, a praxis based on the exchange of experiences, interactions among learning subjects, involving dynamic and productive activities, was established. The important thing was to establish a dialectical relationship between trainer and literacy teacher.