An indisciplinar Social Pedagogy? Potentialities and obstacles
Abstract
The mood of the article is to discuss and enrich the ways of research and teaching in social pedagogy. Our discipline is still immersed in their own process of disciplining, aspiring to recognition and legitimacy in the constellation of social and educational sciences. But, it’s not our intention to discuss the relevance or appropriateness of these aspirations and achievements within the scientific territory. We prefer to focus on the exposure of certain epistemological proposals that could help boost the work of the discipline. The questions guiding these lines are: Can social pedagogy escapes from a tradition of epistemological colonization and dependency of others disciplines? What potentialities and limits for a pedagogical knowledge that accept the current proposals of indisciplinar working?
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