The topic of teacher training is highlighted in academic production, becoming significant in research on professionals and processes involved in education. The purpose of this text is to present an analysis of categories created from the narratives of Geography teachers from a Brazilian public education institution. In order to do so, structured interviews were carried out with Geography teachers who passed through the institution. From the content of the interviews, analytical categories were chosen, which are described throughout the text. The research results reveal that project pedagogy linked to interdisciplinary work are relevant pedagogical practices. Field trips play an important role in the teaching of Geography. Studying, learning and teaching are fundamental to the teaching profession. In this way, it is understood that studies on teacher training and identity point to the processes and trajectories that mobilized the subjects to enter teaching, and it is also possible to draw panoramas and reflections for the field of education and teaching of Geography.