The paper presents our reflections from the reconstruction of two experiences of educational research in Argentina. We analyzed the complex power relations that occurred between the actors involved in the processes of knowledge construction, from an interpretive and critical perspective that posits knowledge as an intersubjective construction, a space of encounter with the ‘other’, marked by power relationships between researchers and those being researched. Conclusions are formulated in terms of recommendations, of methodological and ethical nature, aimed at strengthening the practices of qualitative research in education.