Knowledge schemes (KS) anchor both cognitive structural aspects - invariable and general - and knowledge of various types - variable and particulars. The notion of KS is used in this study as analytical tool for demonstrating that the expression of thought mediated by language includes objective and desired elements that compete in the attribution and change of meanings. The empirical information presented is derived from the responses given by twenty subjects, to a question which was put to them, in which they were asked to propose teaching activities that would enable the students learn without appealing to memorization. In the analysis, the following categories were considered: concepts or preconcepts, facts, proceedings, rules, explanations, personal experience, judgment, opinion and beliefs. The tabulation identified the categories of procedures as the most prominent, followed by experiences, judgments and beliefs. The use of KS for understanding teachers’ information is able to demonstrate the interdependence and reciprocal action of objective and subjective elements that influence in the incorporation of new information. By considering the KS of the teachers’ information, the training practices can, simultaneously work against them by seeking to correction and overcoming, and with them, by considering them as significant and accurate constructions of the subjects.