The intrinsic complexity of the definition of pedagogy as a science opens up multiple perspectives of study, among which the reflection on the methodology of educational research appears particularly interesting for the writer. This constitutes one of the largest and most complex chapters of scientific investigation, which only apparently shows itself in terms of a technical question especially for educational research. This postulates that researchers are aware that knowledge of the tools and reflections on the principles are aspects to be cultivated with equal attention in a continuous effort to improve their knowledge, skills and competences in doing research. The arguments developed, mainly of a reflective nature, offer - without exhaustive claims or hegemonic intentions - some, few possible useful attentions so that the methodology of educational research can be a profitable area of epistemological development.