This paper presents results of a research that deals with the relationships of undergraduate students in physics with the idea of "teaching". The objective of this work is to identify which factors influence the students' choice to major in Physics teaching, by verifying how the acquired knowledge in school interfered this choice. The theoretical basis was the Theory of Relationship with Learning, developed by Bernard Charlot. The methodology tool used was the application of a questionnaire, with twenty questions, with eighty-three being retained for analysis. With the arguments present in the responses a grid of categorization was constructed and, with it, percentages were calculated for the arguments most often mentioned by the students. This work focused on the analysis of the questions belonging to the block of queries, "I and what led me to attend a degree to teach Physics." The main results show the choice of degree in physics as a career due to the establishment of a strong relationship with physics and mathematics in school; positive relationships with choice of becoming a physics teacher. However, no evidence of how these relationships has been established.
Physics teacher students; Mediators of choice for the degree in physics; Knowledge Acquired at School; Theory of Relationship with Knowledge.