In this paper we try to use the ideas of the pedagogy of the research and questioning the world and the Study andResearch Paths (SRP) to analyze critically the approach called Inquiry. We have realized a brief historical synthesisshowing the successive declines of the Inquiry approach when it has been adapted to the school "reality". We establishour position in favor of the Anthropological Theory of the Didactic (ATD) as a powerful theoretical frame to reinterpretthe problems that the Inquiry tries to solve, without success, because it lacks a didactic perspective and definedtheoretical foundations.