From our school education we found how the teaching of physics was restricted to the use of the board and to the operational implementation of exercises, without any kind of reflection on it and with occasional presences of the experiment, recipe type. Subsequently, from our teacher training we were given a physics that dissociated the role of the experiment, asking us to repeat established models and experimental situations as recipes, placing us again in a traditional view of science. These aspects are represented by the following question: ?How to change our view of traditional teaching on the teaching of optics, which prioritizes the algorithmic nature of physics and separates theory from experiment? Narrative documentation allows us to be protagonists of our practice, allowing us to narrate our experiences in the classroom. Through research we change our view of physics by establishing a link between theory and experiment, supported by the use of autobiographical narratives. In this work we present a pedagogical-didactic proposal in physics that prioritizes the experimentation, located in the analysis of the phenomenon of refraction of light from the geometric and wave perspectives. The use of the experiment allows us to understand phenomena that are not self-evident, at the same time generating spaces close to the student. The implementation of the proposal allowed us to change our traditional view of the teaching of physics, allowing us to link the phenomenon of refraction from its experimental approach to the theory of textbooks. We find that the articulation between theory and experiment in the teaching of physics contributes significantly to the understanding of students.