Didactic change based on the historical and professional context for the physics teaching

A research is presented based on a case study with two university teachers of physics, in which a collaborative work that claimed the teachers education in the frame of the didactic change. A characterization of the scenarios and professional practice of the participating teachers for the identification of the personal educational epistemology. It shows some of the results obtained in the program of teachers education developed, on aspects of reflection of his educational practice, the identification of historical questions of the electromagnetism with reflections, to favor and in against, on the use of the history and philosophy of the sciences (HPS) in the education of the physics, according to the context of the students. They present offers of implementation for some experimental practices.