Taking into consideration various argumentation perspectives, the introduction of Modern and ContemporaryPhysics at High School level has been defended by various researchers. In the present qualitative nature research, weheard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education,regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicativeand the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finishedtheir initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported bysome French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogicalaction, as well as teachers’ education research critical referential. The discourses interpretations evidenced that theseteachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumentalrationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects intheir classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroomphysics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice,as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.