摘要：This communication is the result of a literature review and findings of the author derived from his experience in the teaching and learning, especially in the discipline of Didactics of Physics. Taking as its premise that the Teaching of Physics and Practice of Physics, occupies a prominent role in the curriculum for the training of students and professors at the Pedagogical University, the author brings up a theoretical discussion with several authors that some time in this part have focused on the issue.In this paper the author became attached in the following three items: a) The dichotomy between teaching and learning in physics; b) The practice of teaching physics: realities and challenges towards the new educational paradigms – epistemological and c) Some personal reflections of the author, rooted in his experience and beyond. The unfolding of this tripod, served to cement the belief, taken as a premise before, that the teaching of physics, especially when it comes to university, the experimental activity must take into account issues such as the description of classes, how they are organized, the valuation of experimental activities undertaken in small groups as well as the approach that focuses on the demonstration of concepts and phenomena discussed theoretically. And yet, the targeting of activities to promote learning elements such as skills development, observation and interpretation, among others. To gain these assumptions reflected in our platform curricular is necessary for the training of teachers of physics, give greater importance to the contours ecological, social and economic bordering the educational space. The theoretical insight that it gives the educator, bonded to the theoretical and practical knowledge of this, the reality that surrounds the school, is what gives the educator, assumptions and tools to consider and take ownership with the effectiveness of existing socio-cultural environments in ecological space.
