| Summary: | It briefly reviews the epistemological course of research methods in education based on some authors
and their contributions as of the seventeenth century. Far from any pretense in the sense of several directions of
epistemological studies being exhausted for educational research, focus is on the contributions of these authors,
especially from the Vienna Circle, the Frankfurt School and the Dialectic of Marx. The role of knowledge theory is
summoned in order to make the debate about the methodological diversity against hegemonic positivist research
design. Work points to the understanding that research methodology in education should not be limited to simple
application to what seems to suggest procedure manuals and research instrumentalization.
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