The research reported in this paper is grounded on Augusto Boal's Theater of the Oppressed (Boal, 1971). The author presents the theory of an emancipating theater that promotes the active spectator and frees him/her from the oppression and passivity imposed by the social contexts in which we live. Following this line of thought, the objective of this research was to produce a reflective context within which nine undergraduate students of Letters (Foreign Language Major) could cooperatively represent and reflect upon the trajectory of their university career development. The data were the recorded interactions between these nine pre-service teacher-actors and the members of several audiences composed by in- service veteran teachers and other professionals of education (pedagogues, course coordinators and teacher educators). These interactions occurred after the presentation of a theater play called "Parameters under Analysis", directed by this researcher. The recordings were later transcribed. Using the hermeneutic approach to text analysis of van Manen (1991), results reveal the construction of reflective contexts within which experienced and novice teachers share their stories and knowledge about their processes of becoming professionals. These are stories about the production of multiple professional identities, classroom realities, pedagogical dilemmas, and strategies of resistance and transformation from dependent to emancipatory pedagogical actions.