In the present article, dedicated to professionals of education who begin the fulfillment of their investigating functions, it is explained the educational investigation from a materialistic-dialectic position, as a process of abstract-concrete, by means of the research methods and the pedagogic innovation, from the manifestations that evidence the existence of a problem, whose cause is unknown and therefore it requires to be investigated. The transit of abstractness to concreteness is assumed as a principle that guides the investigation in a logical and rigorous order, that emerges from the own logic of education as the investigated object, from its historical development, and its internal links. It is explained how the successive determinations about essentialness, that reveal the relations between the functional structure and the object development, are established, how they deduce new concepts, and goes up to the concrete already thought, in order to innovate the school reality and finally the role of the experiment in the validation of the new knowledge is highlighted.