In this paper, we present our notations about the contribution of historiography with regard to educational research in Brazilian History of Education, especially, in the beginning of XX^st Century. The background can be described with the impact of the theory of degeneration and the eugenic movement in Brazilian education, which occurred by means of the psychological, biological and educational hygiene subjects as a consequence of the sociological interpretation of Brazil and its population. Due to the implementation of popular schools and the appropriation and translation of progressive education ideas that were incorporated by leaders and protagonists of the political and educational scenario as a manner to reduce the consequences of sociological interpretation in  Brazil. However, the social, economical, cultural and educational conditions throughout Brazilian territory were totally different and the results can not be considered equal or homogeneous as the traditional historiography has been perpetuated, i.e., mythologized. Rupture with this interpretation presents us a challenge to show the heterogeneous process to appropriate and translate the ideas in circulation, as also to promote new historical sources to interpolate the perspectives, discourses and material proof to let us comprehend the dynamics and complexity within educational research. Due to this, the research question we present is well delineated as “In what ways can historiography contribute to review the knowledge of educational history, especially, in the Progressive Education in Brazil, to avoid the distortion and homogeneous interpretation?”. The main objective is to apprehend and analyse the contribution of Cultural History to review the historiography and Brazilian Educational History. Therefore, the specific objectives stipulated for the investigation were: Comprehend the concept of Demythologization in the History of Education; Investigate the Homogenous and Heterogeneous discourse into the history of education in the beginning of the XX^st Century; and, Analyse the contribution of Cultural History to review the knowledge produced in Brazilian Progressive Education in Brazil. 

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