Based on research and pedagogical teaching and extension actions developed through the Research and Study Group on Reading and Storytelling, the question arises: does the therapeutic/artistic/pedagogical action of storytelling constitute a relevant pedagogical practice in teacher training? and citizen in contemporary times? The general objective is to discuss the pedagogical/artistic/therapeutic role of stories told orally. To this end, a theoretical bibliographical discussion will be presented based mainly on three renowned authors in the area: Margot Sunderland (2005); Cléo Busatto (2012); and Gislayne Avelar Matos (2014). With the words of these three women, but not only them, definitions for storytelling as an artistic/pedagogical/therapeutic value are discussed. In the end, it is concluded that: storytelling is a pedagogical practice that is therapeutic, as it deals with issues of self-knowledge and expanding the repertoire of emotions and sensations. It is pedagogical, as it teaches what is in the curricula in an explicit and hidden way. And it is art, this language that is accessible to everyone, with which our unconscious dialogues. Listening to stories is, therefore, an interdisciplinary, educational, cultural, scientific, and political action that promotes interaction between different cultures and needs to be part of teacher training.