At first sight, the work appears associated with a series of debates in the field of education, from the reading of etymological, ontological, axiological, pedagogical and didactic aspects that were related to complexity and trandisciplinarity. In this context, the author exposes a contribution for new reflections in the teaching of university Physics, conceiving a didactic model with and from transdisiciplinarity, with emphasis on two central interviculant referents: the ontological and the epsithymological.

His ideas were oriented to the construction of a didactic model with a transdisciplinary vision of education, for the teaching of Physics at the University, with the intention of giving answers related to the problematic of the teacher's pedagogical praxis. From his transdisciplinary vision, he reflects on the attitude, on our attitude as university teachers; approaching transdisciplinarity as an integral experience, which offers the possibility of studying reality (with a new conception of the teacher, the classroom, and the university); generating in this way other perspectives for the teaching of Physics.

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