ABSTRACT
This chapter discusses a problem with methodological procedures to justify what is said and its truth-values. This justification system follows rituals that may detach the categories and procedures of a method from theory and the intellectual organization of the problems of study. The focus of the ethnography was how to methodologically interpret the historical conditions that made possible what is "seen" and "acted on" in schooling. The question of method creates strategies that respond to the intellectual project and its problem in the complexities of the schools. The chapter focuses on the issues of methodology paradoxically recognizes that there are certain canons for conducting fieldwork that required attention: the selection of schools and teachers, the recording of interviews and observations, the organization for analysis and interpretation, and assurance of confidentiality and the protection of human subjects. The distinctions of teaching and teachers' self-reflection are common starting points to organize the improvement of teaching even today in teacher education programs.
