In this article, we aim to identify, taking the principles of Freire's pedagogy as a contribution, the implications of stricto sensu training for teaching practice. Thus, we based the research on a qualitative approach with the phenomenological paradigm. We used two instruments to produce the data: a questionnaire and a conversation circle. We had the participation of 41 permanent Basic Education teachers from the municipality of Itapetinga-BA, with 14 collaborators in the conversation circle. The constructed data were interpreted from the assumptions of discourse analysis in the Bakhtinian perspective. The research revealed that the stricto sensu training contributed for teachers to mature professionally, have a critical perception of working conditions, value knowledge, break with the romantic view of education, leave the position of consumers of knowledge and curricula ready to constructors of these, from reproducers of retrograde/segregating practices to libertarian/humanist practices, that is, the training favored the abandonment of the state of professional alienation for the teacher to commit/position politically against a banking and exclusionary education. From this perspective, training had an impact on professional development and enabled teachers to be autonomous in their profession, especially in choosing critical-emancipatory practices in teaching. Furthermore, we were able to identify that there were crossings of the founding principles of Freire's pedagogy in the process of stricto sensu training and teaching practice, causing effects on the way of thinking and acting in the profession.