We present the results of a study to contribute to the reflections and discussions about the formative processes for teaching in the post-pandemic context. To this end, we conducted a piece of research, constituted by a corpus formed out of 13 pedagogical letters sent to an event that took place in June 2022, by teachers who work in schools and carry out strict sensu postgraduate studies. Considering the discursive textual analysis, emerging categories were identified that represent the aspects that emerged for teacher training. They are: training as a continuous process of reflective investigation, in partnership with their peers, in a co-responsible way, taking their teaching experiences as a starting point for the constant resizing of educational practice; the humanization of teaching practice, meaning understanding the subjectivity of the teaching subject that, by legitimizing his/her humanity, welcomes the student as a subject in his/her various dimensions, and the inclusion of digital technologies as resources that need to be integrated into teaching practice in order to constitute new possibilities in educational action.