This dissertation is inserted in the subject area of teacher`s knowledge and has as investigation object specifically the experience knowledge. It is still a theme few explored by specialized literature in spite of theoretical contributions from authors as Maurice Tardif, Claude Lessard, Clermont Gauthier, Philippe Perrenoud, key references in our research. Through the focus of this research, we privileged the production conditions and manifestation forms of the experience knowledge, which take place in teachers practice from initial series, of a successful public school located in the town of Mariana, in the state of Minas Gerais. The data were collected trough the following research instruments: observation of eight teachers pedagogical practices taking as locus the classroom, semi-directive interviews with the principal, supervisor and twelve teachers besides questionnaires answered by these teachers. With the data analysis it was possible to identify in these teachers practice the manifestation of a plurality of knowledge which teachers related itself in a differentiated way. We noticed that the experience knowledge is produced in a movement where the teacher, starting from the conditions of his work, articulates different knowledge that practice and years of career have provided. This experience knowledge built by teachers reveals itself through routines, improvisations and work strategies from the habitus mobilization that represents a regulatory grammar of practices in Bourdieu`s view. We concluded affirming that, although the experience knowledge can be considered as a kind of teacher`s knowledge, it cannot be measurable, bottled or encapsulated. It is composed by the knowledge of what and how to teach, knowledge the teacher acquired and built during his career with the own conditions of his work. This knowledge enlarges as the teacher, day by day, comes across unexpected situations and questions himself about the use of the acquired knowledge in his education. The existence of that knowledge is recognized by the teachers that report they counted constantly on it, building it in their daily practices and increasing their education and working conditions.