Scientific research is the ethos of the university, the very reason for its existence. The university must conduct scientific investigations, especially in the field of Educational Sciences. It is urgent that this investigation be directed to the solution of problems in basic and higher education. I understand scientific research as a reflection about praxis, which is supported by theory. It results in a new vision about the observed object and this transforms praxis. I have been writing about my experience as a professor and administrator of institutes of higher education (as we call universities and colleges in Brazil), in the light of the theories I have studied in depth. This practice leads me to gain knowledge, once these ideas are organized in a system. I then share with my students the immense pleasure of producing myself by producing knowledge, more specifically, scientific knowledge about education. This is the way it is because I believe that we learn by doing and that a theory can't be learned except by making use of it. Theory must be at the service of praxis, which, in turn, is able to transform theory and improve it. To do research is to place yourself in the face of reality, to question it, to put forth theories which could explain the observed phenomena and to propose solutions, to verify its applicability in concrete cases and to offer contributions to explain problems and to present solutions for them. A researcher must hold a critical point of view in the face of reality. So, he must take an interdisciplinary position. Brazilian scholars understand interdisciplinarity as the next step after multidisciplinarity (as it is defined by CIRET - Centre International de Recherches et d'Etudes Transdisciplinaires of UNESCO) rather than transdisciplinarity. Transdisciplinarity, which was first used by Piaget in the 1970s, can be seen as the overcoming of disciplinary barriers. It does not mean that disciplines do not exist any more, but that to study a specific problem we need much more than just bringing together many fields of knowledge; we need the knowledge specifically produced to understand that object. A permanently interdisciplinary approach leads to a better understanding of the methodology without, however, affecting its rigour. I have my own opinion about transdisciplinarity: for me it is what is beyond the disciplines; it is, above all, a new research method that presupposes all the knowledge generated in the context of its application and which makes innovation possible. Innovating, with rigour and substantiation: that is the epistemic prerequisite for the construction of Transdisciplinary knowledge. Plurality and universality of knowledge are the prerequisites that should guide the University. Research cannot be seen merely as an academic exercise because it is the only way to attain a real transformation of the teaching / learning process and, as a consequence, of education in general. Knowledge is the fundamental element for the future of mankind. That is why it is so important and education is also so important. But it is only important insofar as we understand education as the process by means of which knowledge is produced, reproduced, preserved, systematized, organized and transmitted so as to become universal.