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The first years of teaching experience are permeated by tensions and learning and become more challenging when the insertion occurs during the literacy process, due to its complexity and specificity. This qualitative investigation aimed to reveal the process of insertion into literacy teaching of teachers who graduated from a Pedagogy Course. The analysis indicates that the challenges encountered are related to the conditions arising from the context of performance: private or public school. In the private school, they concern the plastering of the pedagogical action and the selfconfidence and confidence of the families; in public schools, the number of children, the heterogeneity of the group and the lack of support. Regardless of the context, this has been a lonely process that needs intentional monitoring [ABSTRACT FROM AUTHOR]