The purpose of this abstract is to present the research developed in the Doctoral Programme in Science of Education at Porto University, Portugal, which aims to understand the transformations in professional teaching practices of educators who used the TelessalaTM Methodology in Autonomy Programme in Rio de Janeiro, Brazil, between 2009 and 2014. Motivation to write about this subject came up during the years I worked as an educational consultant at Roberto Marinho Foundation with government public policies for discrepancy between age and grade correction to youth and adults students of brazilian public schools. This research is based on a qualitative methodological approach as it believes it seeks to interpret a unique and complex reality. The option for the case study appears because it is a specific matter and need to described, conceptualized, theorized and contextualized in depth. It has been developed from the content of semi-structured individual interviews and focus groups with these educators. As analysis procedure it has been used the content analysis technique, which aims to give voice to the sayings, unspoken and silences of the participants. About the changes that the use of this innovative learning methodology brought to their role in organizing the teaching and learning development process, we realized that teachers broke taboos and paradigms placing themselves as mediators and not anymore as the only owners of the scientific knowledge. About the changes in the affirmation and transformation of their professional and personal identity, we realized that there were a rescue of the ideal present at the beginning of the career; an expansion of the role of teacher to educator; and an exit, after years of accommodation in the regular educational context, of the "comfort zone".