The classroom project becomes a pretext for promoting the development of investigative skills involved in both basic skills (argumentative, interpretive and advisory) and in turn acknowledges the complex thinking skills since they are proposed by UNESCO, learning to be Learning to know, learning to do and learning to live together. From this reflection we construct a proposal that gives relevance to the pedagogical from classroom projects, seen as a teaching strategy for the development of investigative skills. The research proposal has been working from the life experiences that have led to the approximation of the understan-ding of the peculiarity of the processes of development of investigative powers and its overlap with other powers, which are not basic and that allow a human being to resolve various situations that the complexity of everyday life presents.

Thinking about the interaction of research and social responsibility opens up the possibility for projects where it is feasible to refer to educational processes with academic relevance and social belonging. But how can we create synergy between these two dimensions, and how can this be brought into the classroom? These questions have been a cause for concern seeking a transformation in the role of the teacher, not only in how they approach the teaching-learning process but also in bridging the disciplinary knowledge and social understanding, and how to bring this consensus into scenarios that allow us to glimpse the meaning and relevance of knowledge as a factor for reciprocal transformation for the involved parties. The purpose of this document is to present how, through classroom projects, we achieve an approach between research, especially in its formative stage, with a focus on social responsibility.