Despite some benefits regarded to Case Study Method as a pedagogic resource, some epistemological questions still remain unanswered over the overall learning obtained from this approach: What king of knowledge does it lead to? What does it teach? What can it produce? Does it provide the understanding of new situations? What is the nature of generalization? To answer these questions, a theoretical essay was elaborated to aim, from the perspective of knowledge construction, the case study method for teaching management. It concludes that one cannot assume that this method can resolve all problems related to the learning process, neither believe that this could be a stand alone method so that students can construct knowledge as well as make them able to understand situations placed away from the scope of the cases studied.
case study; learning; teaching; knowledge; method