This discussion paper, product of the research work titled Project pedagogy at school: A review of its theoretical and methodological foundations contains a comprehensive analysis of the approach we call today “Project pedagogy”. Through a historical-epistemological description, it tries to trace its origin and constitutive theoretical foundations in Philosophy —Pragmatism— and in Psychology —Constructivism—, which are applied and given new contexts in the fields of education and pedagogy. The paper puts forward some critical points that derive from these foundations and points out the possible implication for school culture.