Abstract
Objective: To know how the physical therapists professionals transform the specific content of their label area of knowledge in teaching knowledge. Methods: Qualitative study carried out with ten professors graduated in Physiotherapy who work in the classroom of a Higher Education Institution (HEI). The option of the individual conversation was the method that seemed appropriate method for this study because we could reach more subjects as the work time, their academic formation and the how they made a decision about teaching, practices and techniques used in class, resources and the students’ evaluations performances that could help us about the comprehension of the study’s problem. The conversation analysis was performed using the collective subject discourse technique. Results: Formed the collective speeches that were denominated: DSC1 – The emotional part about teaching; DSC2 – The teaching practice. The subject physiotherapist, by the recurrent interactions was been built in the teaching’s conversation field and in the coexistence and was built by the act of doing and the teaching’s emotional experience. Conclusion: Through the crossings with the teaching profession in their life trajectory and the very experiences of the action, these professionals are produced in teaching in the condition of knowing a specific knowledge and an emotion that moves them to do what they do.