This paper aims to investigate the potential uses of autobiographical work in projects related to teachers' professional development. The project we analyse here is based on a solid theoretical investment through the study of philosophy, sociology, history and psychology of education, discussing also situations experienced in classrooms. It is a perspective that stimulates the integration between the teachers' experiences and the academic educational research in several areas, opposing to initiatives that are restricted to the technical aspects of the teaching profession. According to that, we develop a two-year Specialization Course for Teachers and School Leaders, all of them working with the first 4 grades of the elementary school (7 to 11 years-old) in the public system of an industrial city in the state of São Paulo. This course constitutes an opportunity for the teachers to think about the meaning(s) of the classroom situation, because when they reconstitute their life stories, they are producing meanings about their professional career. The use of memories and life stories as procedures of formation is based in papers of António Nóvoa, Dominique Josso, Pierre Dominicé and, in the Brazilian case, it has the contribution of Denice Catani, Belmira Bueno and Cynthia Sousa. These Brazilian professors integrate a study group in the University of São Paulo that is dedicated to the study of the links among teaching, memories and gender relations, named GEDOMGE (Grupo de Estudos Docência, Memória e Gênero). The Specialization Course analysed here organizes situations for the students-teachers to think about their life, school experiences, learning styles and the practices that, like teachers, they develop to teach nowadays. For all that, they can observe their multiple identities (as teachers, mothers, women, citizens etc) and this makes it possible for them to understand their own choices and decisions, leading to a better understanding of their relations with students. The possibility of using these self-formation methods in teachers' courses is not very usual in Brazil, and it is starting to be disseminated and legitimated. In our oppinion, this is a fundamental perspective in teacher education because these reflections related to formation and self-formation contributes to a conscientious, careful and continuous professional development. In this process teachers can articulate theoretical knowledge with issues of everyday teaching in the classroom. For all that, the production of life stories has a central place in our Course. This kind of reflection allows them to define research themes that they investigate during the Course, resulting in very interesting texts about several aspects of the "school culture". This paper intends to explain the procedures we use to lead teachers to articulate the contribution of different theoretical areas in the understanding of the educational phenomena. We also want to present the paths our students-teachers follow to establish relations between theoretical knowledge and the issues they face throughout their professional career, investigating in this way their representations of the teaching profession.