My research has to do with language  teacher education promoted by a course aimed at public school teachers in the city of Campo Grande, in the state of Mato Grosso do Sul which is located in the west center of Brazil. Working with public teachers is  a challenge for me who has been working for a  franchising private language school as a teacher trainer with very predictable and pre-planned classes based on Communicative Approach Theories. As public  teachers have a wide range of choices when teaching we´ve been trying to work on how they make  them and on what  theoretical views they base them or not. They´re aware of the changes the society has been undergoing but find themselves as English teachers , many times, isolated from the context of the school and not prepared for these changes in terms of use of technological resources and development of critical, digital, visual, (etc) literacies. Some want to try different ways  but some do not.The reasons are many. Some are already doing and sharing. Studying about multiliteracies and preparing classes together is also  part of the project. I can see that they expect a lot from me as a teacher in charge. It has been a great learning experience specially because I ´m learning a lot about multiliteracies, critical literacy and teacher education in a public context where teachers will come if they want and not because they have to take part in the course. Dealing with all these varieties is putting me in contact with a reality that is part of public schools in my city. If teachers are not motivated to come/ to change/ to choose different ways, why aren´t they?  How do we act when confronted with this? What are my choices? What are teachers´s choice? Can we make a difference in the students/ teachers´ lives? How? Points to be adressed and attentive to in order to build up appropriated practises, "escolhas pensadas"  for a transformative pedagogy.