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.

The article addresses attitude and critical thinking, specifically regarding the role of context in the construction of knowledge. For this, the author references well-known thinkers that, throughout history, have asked themselves about their reason of being and what they do in the world, and have built thinking systems that have contributed to the growth of human beings and their knowledge. The article gives more detail about the educative context and develops subjects such as problematic thinking and acting in teaching, education and critical theory, and finally, education and communicative acting.