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This study investigates the construction of understanding during the decision making process in a pedagogical meeting in the school context. The research approach is qualitative, based on the construction of intersubjectivity according to Conversation Analysis of ethnomethodological nature and on narrative analysis of interactional and sequential kind, in interface with the theory of positioning. The data, generated by audio recording and transcribed as stated by Conversation Analysis conventions, are segments of an English teachers' meeting held at a private school in Rio de Janeiro. The narratives constitute the teachers' discourse practice that emerges in face-to-face interaction as talk 'at' and 'about' work. The aim of the meeting is to discuss the standardization of scores in English mock tests in order to recommend that students sit international exams of proficiency in the target language. In the research context, results indicate that teachers resort to the narrativization of experiences from their professional practice to construct understanding and sustain intersubjectivity in the interaction. Data suggest that the search for mutual understanding in face-to-face interaction points to the construction of intersubjectivity on two discourse levels: the interactional conarration and the embedded narratives. [ABSTRACT FROM AUTHOR]