ln this work a different way to approach the electricity and magnetism course for firstlevel university students is discussed, specially within programs for teachers education.It suggests two aspects: a historical-epistemological review of Faraday’s work and therealization of a series of experiments which will allow students to grasp a moremeaningful development of electricity and magnetism. We hope this two aspects will beworked in the classroom as “problematical situations”(Garret 1988, Pozo 1994) to allowstudents to be involved in problems solutions and get closer to “scientific work” andparticularly to the physicists “doings” (Flórez, 1994).