In times of several criticisms of free public schooling and resistance to social and authorial transformation of teacher and teaching education, a dialogical and critical perspective towards teacher education has become of paramount relevance. By looking at student-teacher memoirs of formation, the researchers examine transformative movements of becoming, in student-teacher narratives in apprenticeship, in public schools of Rio de Janeiro. By aligning critical pedagogy to a socio-interactional perspective to narrative discourse of formation, we examine how student-teachers, in process of becoming teachers, view their transformative experiences in public schools during their apprenticeship. Although students depict resistance and difficulty in understanding their own roles, the place of teaching practice, as well as the role of the public schooling in Rio de Janeiro, our data demonstrates the transformation of their prejudice and pre-conceived notions of public schooling and teaching into a proactive and transformative understanding of students' social role as teachers to be. Another key element which we can draw from our discursive analysis, as part of student-teacher reflection and evaluation, is the demonstration of the significance of the institutional roles of public school as a means of providing equal access to free education. Finally, the results indicate that the development of critical knowledge by all students can be considered as an equal civil right and a State obligation as reflected through the narratives analyzed in this paper.