This article focuses on discourses about the training of two generations of Brazilian teachers of the early years of elementary school. With regard to the first period, between the late 1980s and the early 1990s, the study of documents related to the curricular proposal of Project Cefam/SP was carried out, which revealed discourses emphasizing a teacher’s training geared towards collective work and a critical-reflexive attitude. In the second period, corresponding to the generation of teachers trained from the second half of the 1990s on, the proposals for teacher’s training (represented by guidelines, benchmarks, and federal decrees) are marked by the influence of international organizations and an economic standpoint, assuming a pragmatist orientation based on individual skills, pointing to a political weakening of professorship as a professional group. Thus, one wonders if it is relevant to consider the current moment as a teachers’ professionalization period.