This article has as its analytical object the modalities of comprehensive approaches and how they can contribute to the analysis of the phenomenon of Education. To do so, we list the articulation between hermeneutics and dialectics proposed by Habermas (1987), with the intention of overcoming the obstacles brought by approaches arising from the positivist paradigm. Thus, the objective proposed here resides in the intention to propose analytical criteria, based on Habermas' hermeneutic-dialectics (1987), applied in research in Education. Thus, it was found that the implementation of the analytical criteria studied here helps in fostering the criticality arising from dialectics, as well as the interpretation arising from hermeneutics. Another aspect observed was the high investigative potential arising from the articulation between hermeneutics and dialectics for qualitative research, especially in research in Education, considering the disclosure of symbolic, linguistic, cultural and subjective aspects.