Resumo

NOGUERA-RAMIREZ, Carlos Ernesto  e  MARIN-DIAZ, Dora Lilia. Pedagogy Seen as a Discursive Field. Pedagogía y Saberes [online]. 2019, n.50, pp.29-49. ISSN 0121-2494.

The unequal development of Pedagogy in the different countries allowed the emergence of different academic traditions where national distinctive features marked the progress made and, in many cases, the obstacles for the recognition, exchange, dialogue and discussion of what other cultures produced. In the first part of this article, which is the result of a documentary research, an analytical balance of the way in which the institutionalization of Pedagogy occurred in linguistic and cultural regions of Europe and America is presented, as well as the paths that led to its constitution as discursive field. The latter is a methodological concept that is used in the second part to indicate the existence of a broad and open conceptual horizon in which multiple approaches and perspectives lead to the analysis and understanding of modernity and, in particular, the phenomenon of social transformation that occurred in recent centuries, which is called educationalization or pedagogization of social problems.

Palavras-chave : Pedagogy; Science of Education; institutionalization; disciplinarization; educationalization.

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