This work brings together a series of articles in which the theoretical proposals are developed around the possible relationship between the field and the sphere of human praxis, the implication of the definition of the field for "research" and the ways in which that the formative process in school is compromised, with reference to discursive genres. The fact of dedicating a large part of one's life to teaching does not enable one to understand the mechanisms of the educational phenomenon that even the work itself goes through, which, however, the teacher could believe to dominate in its totality. It is the distance between experiencing a phenomenon and understanding its "transcendental conditions of possibility" that allows us to break down and analyze the field category throughout this collective work.