This article discusses questions about identification, using, and relation of the historian with sources in Educational History research. It treats about typology souces and their evidence strength. It shows how historiography work is decisive to understand the diverse relational levels that go through the building process of historical source. This article priorize those analysis about relations in which documents are born and procuced, the relations that in the events context select documents, and historian/ interpreter reletions with their questionings and with their research addressees.
sources; Education History; theory of history