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In this paper I present a new way of qualitative educational research, called bricolage. The differences between educational paradigms are caused by geo-political, cultural surroundings in which they have developed. Different research paradigms served for diversified methodological conceptions with several ontological and epistemological assumptions on their base. Researches using bricolage have a strong constructivist, interpretative ontology and epistemology on their theoretical background. The bricoleur has to be flexible, open-minded, creative, somehow a subjective creator, who places some carefully selected pieces of the world side by side as in a performance, and invites the audience, the reader to participate in the re-creation of social reality. Working with elements with previous meanings the re-creation will gain a multiple meaning. This polifony of meanings is specific of bricolage researches.