Initial pointThe consideration of the University as an institution of "the society of knowledge" makes that its objectives are the profit of results according to the social demand. That is mainly defined as the "adaptation to a world in permanent change". Therefore, that brings problems and possibilities to the work of the lecturer and training process of her students'. That problems and possibilities need to be critically analyzed; because of the initial point of this research, I focus on the process of training of the students of the Faculty of History in the University of Barcelona. The main aim is to understand the meaning of the experience of the lecturers and the students in the institutional context. Theoretical framework Taking Ferry (1991) as a referent the learning processes should be a reflexive process about oneself and one's work (Kincheloe, 2000:51). As this research has an interpretative perspective (Bruner:1991, Maturana:1997), the main interest is observing the discussion among all the people that participate in the class (students and lecturer) and the meaning they give to their training process. Finally, the ethnography and life history are the two methods that are followed.Potential contributions of the research:1. To think about the institution and the concept of training. 2. To discuss about the demand of the society to the lecturers and the students.3. To analyse the personal dimension of the training experience through the conversation among the lecturer and her students. 4. To analyse the didactic side that appears in their conversations.Berger, J (1974). Modos de ver. Barcelona: Gustavo Goli Bruner J. (1991). Actos de significado: más allá de la revolución cognitiva. Madrid: Alianza. Clandinin, D.J., Connelly, F.M. (2000) Narrative Inquiry. Experience and story in quality research. San Francisco: Jossey-Bass Publichers Derrida, J. (2002) Universidad sin condición. Madrid: Trotta Foucault, M. (1994). La hermenéutica del sujeto. Madrid: La Piqueta Ferry G. (1991). El trayecto de la formación: los enseñantes entre la teoría y la práctica. Barcelona: Paidós Kincheloe, J. (2001). Hacia una revisión critica del pensamiento docente. Barcelona: Octaedro. Magris, C. (2001). Utopía y desencanto. Barcelona: Anagrama Van Manen, M. (2003). Investigación educativa y experiencia vivida. Ciencia humana para una pedagogía de la acción y la sensibilidad. Barcelona: Idea Books. Maturana, H. (1997). Emociones y lenguaje en educación y política. Santiago (Chile): Dolmen Sancho, J. M (coord) (2005) Syposium: Los efectos de los cambios sociales y profesionales en el trabajo y la vida de los docentes: implicaciones para la mejora de la educación. Internacional Congreso of School effectiveness and Improvement. ICSEI2005. Barcelona Sloterdijk P. (2003). Crítica de la razón cínica. Madrid: Siruela