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This paper deals with students and teachers’ resistance to the challenges brought about the new teaching and learning methodologies to be implemented in the European Higher Education Space. Our analysis focuses in learning and control zones. We recount and analyze the challenges, dilemmas and progress on this objective, in the context of work carried out by the teaching innovation group Indaga-t, highlighting how the new roles of teachers and students are being setting up.

This paper addresses a fundamental issue in the studies carried out from a constructionist and narrative perspective: the relationship between researchers and researched. Our contribution is based on the development of nine microethnographies, in which the biographical dimension had a special consideration, with nine primary school teachers. This has allowed us to: a) highlight the importance of explaining the relationship between researchers and those participating in the research; b) examine the strengths and weaknesses of each relationship type and mode; c) point to the complexity and dynamism of the elements underlying relationships; d) open way of inquiry that can help deepen our understanding about the relational aspects involved in the social construction of knowledge.