This article shows the approach and the archeological and methodological structure of the research from a Foucault position as a possibility to make an inquiry on the concept of pedagogic-educational practice. First of all, a theoretical context on the pedagogic practice is presented within the framework of the historic reflection proposed by Foucault. On the other hand, a description of the problem is presented highlighting the concept of «possibility conditions» as a transversal axis of the Foucault research proposal. Then, the urgent need to qualify educational pedagogic practices in the Schools of Education is presented. It also precise what the objectives are from the nature and characteristics of the archeological road in order to turn the practice documents into monuments, that is, into transforming pedagogic devices.