Study on the complexity of the epistemological limitations of the dialectical philosophy in researches in the field of education. How are the epistemological limitations of dialectical philosophy configured in research in education, despite the recognition of its heuristic capacity and its logical organicity? What is the place of importance attributed to the Dialectic Philosophy within the production of scientific knowledge in the field of educational research in Brazil? What is the Dialectic Philosophy receptivity in the investigative practices of researchers in education in Brazil? How to setup the scientific research method and what themes and study objects are privileged in the construction of scientific knowledge in education? What are the epistemological limits in dialectical approach when its assumptions are applied in the construction of doctoral theses from the Graduate Program in Education? The general objective of the study was to understand and expose the epistemological limits that permeate the formation of researchers and the construction of scientific knowledge in the area of education under the influence of Dialectical Philosophy. Specifically, it aims to analyze the importance given to Dialectic Philosophy in knowledge production in theses developed within the Postgraduate Programs of education area; to reflect on the receptivity of the Dialectic Philosophy in the investigative practices of researchers in education and contributions of historical dialectical materialism for the researcher formation in this subject area; to discuss the construction of knowledge logic expressed in the research methods used in the doctoral theses aiming the production of scientific knowledge in education area; and analyze the epistemological implications of the dialectical approach in the production of scientific knowledge resulting from doctoral theses. Starting from an epistemological approach based on Dialectical Philosophy, especially materialism and historical ones. The bibliographical and documentary sources were chosen as the main basis of the research, highlighting works of Karl Marx and Friedrich Hegel and doctoral thesis supervised by Professors Antônio Joaquim Severino and Dermeval Saviani. The historical time span of the research covered the period from 1974 to 2015. I could see that the dialectical approach in educational research, including in its historical materialist conception, presents limitations that are not only of the order of the theoretical insufficiency of the researchers who adopt their presuppositions in the researches they carry out, but because of the complexity in which the tensions originate Epistemological implications implicit in such philosophy, due to the contradictory character in which the movement of the real and its own logic is established, the difficulty of putting into practice dialectical historical materialism, in the perspective of the praxis transforming reality, as well as the way authors construct their heuristic objects and methods in the process of producing scientific knowledge. Therefore, the multiplicity of dimensions and relations of the object in the historical context implies still more in the complex presence of the limits of the dialectic, in spite of its heuristic capacity in the researches in education. Based on the principle of contradiction, I have been able to conclude that these limits are explained by principles and conceptions at the heart of dialectical logic, both from an ideal point of view and from a material perspective, and which are forged along with epistemological possibilities. Finally I inquire and point out some vestiges of the limitations faced in the construction of this thesis.
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