摘要：When proposing to debate the nature of post-graduate research in Education, this work follows a reasoning which is developed in a triple reflective movement. The possibility of producing scientific knowledge in the educational field, in terms of post-graduate studies, depends on three conditional presuppositions being accepted, of meeting three epistemological challenges and of the assumption of three dialogic codes of conduct in academic practice. The result of this reflective movement is the affirmation that in these conditions, it can be feasible to establish an educational field scientifically speaking and understood from an epistemological different point of view in relation to the classic paradigm of science. Key words : Research in Education, academic practice, knowledge production
