The article contains a text analysis of two papers presented by professionals at an adult education course. The analysis was performed using biographical approach, examining the intersections between learning and breaking down (of old perceptions and physical defenses). The aim of the study is to explore the question of what makes us learn in the process of questioning what we already think we know. The methods used involved a qualitative analysis of secondary data. Through the analysis, we can see that biography in learning enables learners to expose their narrative with both emotional and practical knowledge. Moreover, it may trigger change and lead to a process of new learning as long as a facilitator who acknowledges the sentences that hold information of transformation is present.