The present study seeks to explain the techniques and procedures, the concepts and categories with which the interpretation of the object studied, that is - documents related to the High School Technical Professional Education Policy - implemented in Bahia / Brazil, specifically, the reference regarding Paul de Bryne’s quadripolar approach (1977), which provide the theoretical-methodological density of the object studied in relation to the epistemological, theoretical, technical and morphological poles. In this perspective, it is agreed with Gamboa (1987), in the sense that, the accomplishment of a research is not the fulfilment of ‘methodological ritualism’ with a ‘theoretical fad’ in order not to repeat what commonly happens in research in education, in progressively more intense way, of eclectic attempts that randomly collect techniques, methods and theoretical references without a clear understanding of the epistemological foundations and the philosophical implications of the different paths of knowledge.
