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Abstract
This study views, from the subject-object dichotomy, the integrating comprehension of teachers' competence and performance as a constant deconstruction and reconstruction process during the teaching practice. The epistemic theoretical frame relies on an articulated perspective of the dialectical method to analyze the ideological foundations of practices, which reconstruct the ways to get to know and being involved to know, according to Bacherlad (1985), SchOn (1992), Habermas (1986) and Morin (1999). Through this hermeneutic documentary research, the revision of designs, methods and strategies used to understand and value information was possible, thus generating a sense of profundity in the cientificy ofknowledge. Having conc1uded that university teaching is a controversial practice, a subjectivity along with intersubjectivities emerges as a result to stimulate liberating teaching practices that cause ruptures and conform a thought conceived in the daily routine in order to redimension the reality and the educative practice.