Problems resulting from a non-consolidated literacy process in the early years of Elementary School can cause significant harm to students’ academic development, including learning difficulties and school dropout. In this context, it becomes relevant to investigate aspects related to the initial and continuing education of teachers who work in literacy classes. This study aims to analyze how literacy teachers in the municipality of Cáceres/MT have been constituting and reconstituting their teaching identities, seeking to understand how they recognize themselves as literacy teachers. Specifically, it intends to: understand the academic and professional profile of these teachers; identify whether they recognize themselves as literacy teachers; and comprehend the implications of their educational and professional trajectories in the constitution of their teaching identities. The theoretical framework is based on the contributions of Bauman (2005) and Dubar (1997) regarding the concept of identity, and on authors such as Nóvoa (2017), Tardif (2012), Huberman (1989), Imbernón (2017), among others, for the discussion of teaching identity. In the field of literacy, the study dialogues with Magda Soares (2020), Emília Ferreiro and Ana Teberosky (1986). This is a qualitative research, grounded in the assumptions of Bortoni-Ricardo (2008), using oral history and life narratives as methodological approaches, according to Thompson (1992) and Goodson (2007). As a data production instrument, interviews will be conducted with five to six teachers working in literacy classes in the public school system of Cáceres/MT.