The Knowledge Of Experience: One Approach Needed

This study was based on the assumption that the contact with the teacher knowledge through oral history methodology, can offer an interesting way in the formative process of teachers for basic education. The faculty knowledge that crisscross this methodology, seeking a reflection and change of meanings of practice and teacher training. In partnership with a professor in exercise and other training aimed to build knowledge necessary for educational practice. The knowledge that constitute the teaching, including the experiment, translated important learning in this process, as required moments of reflection between the two involved professionals. In a self-reflection process, to learn from the experience of others and listening to the other, knowledge were built and learned.