Summary of contents: Physics professors as teaching professionals possess a specific knowledge of the subject of energy, which have been acquired through academic training and work experience in the institutional context, forming and becoming its social evolution as a subject. (Sanchez, D. et to the.) V. 2011p, 30). For this reason it is necessary to analyse the didactic knowledge of content over power, two professors of physics institutions educational of the District of Bogota D, C, allowing the understanding of teaching knowledge of content over power, from the reconstruction of the body of professional knowledge that support this school science, which constitutes a starting point which allows to perceive the explicit and implicit contents of emerging knowledge on the need to generate understandable meanings topic for students, facilitating the identification of the teacher as a professional