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In contemporary society, the school experience is the privileged form of development, socialisation and learning, including professional learning. Traditionally, and in general, for future professionals, this period of life is fulfilled as a stage for their insertion into a certain social position, derived from their role in the (re)production of social life. As teachers, when we advance in teaching professionalisation, we experience considerably different memories and meanings for this vital phase. We often recall our school days when faced with professional practice - particularly in schools - during the experience of a demanding, exhausting and sometimes unhealthy routine. When we take on a class or classroom in basic education, we personally resist countless and unfathomable social tensions - a dynamic that schools are generally uninterested or unprepared to deal with from an institutional point of view. In this paper, we present the results of a study conducted with primary school teachers working in the public school system in a medium-sized municipality in the state of Minas Gerais.