This paper explores the educational research and practice of teachers in the classroom. To do this, we have related, firstly, the organizational thinking of teachers with research possibilities from teachers’ own work. Then, from a critical-located thinking, we reveal how the teacher moves within the set of possibilities offered by both the institutional context, as for the multiplicity of relationships built at school. Finally, supported by the nobel García Márquez idea of magical realism, we present four nodes that show the possibilities to investigate for teaching development purposes. In conclusion, we narrate the experience of a teacher during the school recess, in order to illustrate our reflection.