The objective of this study was to investigate how happen the professional development of four Math's teachers who work at the State Public Net in Araguaína-Tocantins. To understand the teachers'professional development process, the qualitative research was adopted as method, with narrative approach, interviews on the basis of semi-structuralized. Based on a concept of professional development in a continuous perspective approach, idealized in a large context of the teaching work, through crises, conflicts, sorrow and disillusions, the study evidences, in the context of the gotten results, that the multiple experiences lived for the four teachers all consist main base of its professional development. For intermediary of this study, it was possible to perceive that the teachers had lived deeply changes in its professional passage, and that these, to if transforming, had been modifying its conception and position ahead of the practical knowledge and the pedagogical one. Such change was not given without study, crisis and conflicts, reflection, Me and the other, running and taking risks.
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