In this study we sought to deepen an epistemological reflection on the dynamics of model building in the production of scientific knowledge, from a critical realist epistemological perspective, and from this discussion, propose a way of understanding the modeling in physics teaching based in this conception. For the depth of analysis of the models developed and also the compatibility of his views with respect to this research, we use the theory proposed by Mario Bunge as a reference for developing these ideas. Attempting to transpose the author's considerations into the context of education and also linking them with other consistent discussions on the construction of models in physics teaching, an understanding of the modeling in the classroom from a Bungean perspective is presented. Modeling in this perspective has a focus on the exploration of the procedural aspects of science, in particular the relationship between scientific theories and reality.
Modeling; physics teaching; critical realism