The life cycle of the teacher has been defined by authors such as Huberman. The literature is, thus, entrusted with the need for conduct ing research to bring new perspectives on the career of a professional and in particular the science teacher. While comparing the obstacles and the satisfaction found along the career, one detects clear differences among professional teachers, hence the concern to focus attention on the aspects that make the teacher of Science uphold their career, despite the many challenges they encounter. The theoretical framework is based on the interpretation of the relations with the knowledge by Charlot in order to get a new look at this problem. We also use the reference of the life cycle of teachers of Huberman to get the life story of the teachers, the teach ers set to be analyzed and build an instrument for interview. The selected sample of teachers is the third stage described by Huberman, Diversification or Questioning. The Charlot's referential serve to analyze this phase of the teaching profession to understand the reason or reasons that make the Science teacher persist in his career.
Charlot; Huberman; science teacher's professional cycle of life