In this article we analyse data produced by the research project "Teachers' Education: the process of reading and literacy practices", focusing on the appropriation of reading practices experienced by teachers in training in their initial courses. From the narratives of their memories of personal experiences from childhood, adolescence, and current times in college, we were able to identify how they acquired literacy practices during their lives. In the process of entering the world of writing reported by the teachers in training, several mediators of their reading practices emerged. Adopting the theoretical and methodological framework of Oral History, the principles of ethnography, the New Literacy Studies and the Cultural History approach, we identify these different mediators and discuss their roles in the teachers' in training educational history. On the basis of their narratives of past readings and on what they reveal about several characters that are part of their history, we indicate possibilities of teaching practices for the training of new teachers.
Literacy; reading; teacher education; memory; narrative