Social Pedagogy as a disciplinary comunity between the professionalization and deprofessionalization of the field

Abstract

Social Pedagogy (SP), as many other knowledge fields of professionalizational nature, lies somewhere, on one hand, between its discourses, which claim its right to be the researching core that gives meaning to social education as a profession and to the educational practices linked to it and, on the other hand, focused in the creation of supposed educational spheres (thinking of different human groups usually visualized as needed due to a lack of intervention) linked to the creation of disciplines: a creation in which its legitimation doesn’t cover the emergency of a field that arises from the research of its subject of exploration and, therefore, subsequent specialization (and, therefore, qualified to recreate itself in university training programs of future social educators), but, instead comes as a result of willing denomination of the disciplinary community behind it. Such processes place SP between the professionalization and deprofessionalization of the field, as argued in this collaboration.