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This research systematizes the research results of qualitative approach, research-teaching modality, Martins (2009), with contribution in the conception of theory as expression of the practice. (Students subject of this research): "[...] the collective systematization of knowledge makes it easier to understand where you had the most difficulty understanding, and it turns out that you learn much more from what others have to say to you about the subject, that on your own you would end up not giving importance. [...] this practice will depend on the students a lot and nobody can do their role, but it is a good idea to differentiate this monotonous way of teaching that we have nowadays. [...] allowed time not to be felt, unlike those "long" classes that the teacher begins to speak and it seems that the class will never end. [...] In addition to making classes more dynamic and contributing to the fixation of content, it would also arouse more interest in the student and possibly increase his/her academic performance. [...] I sincerely believe that not only in Physics but also in other subjects needs to be changed the way the content is being worked."