<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-2494</journal-id>
<journal-title><![CDATA[Pedagogía y Saberes]]></journal-title>
<abbrev-journal-title><![CDATA[Pedagogía y Saberes]]></abbrev-journal-title>
<issn>0121-2494</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Educación Universidad Pedagógica Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-24942019000100011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué es eso que se llama pedagogía?]]></article-title>
<article-title xml:lang="en"><![CDATA[What Is Pedagogy?]]></article-title>
<article-title xml:lang="pt"><![CDATA[O que é entendido por pedagogia?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villa-Díaz]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santiago de Cali Investigador del Grupo CIEDUS ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<numero>50</numero>
<fpage>11</fpage>
<lpage>28</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-24942019000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-24942019000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-24942019000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de investigación desarrolla un enfoque sobre la pedagogía desde una perspectiva sociológica o, preferiblemente, desde una sociología de la pedagogía. Procura abrir un espacio crítico que poco se ha dado alrededor del substratum de la pedagogía, e intenta responder a la pregunta: ¿qué se entiende por lo que se denomina pedagogía? El artículo también hace un breve análisis de cómo muchos de los discursos producidos a lo largo de la historia tienen que ver con la regulación directa o indirecta de la subjetividad, y se han considerado medios de recontextualización de la razón, la conciencia y el conocimiento. En este sentido, se argumenta que para el discurso pedagógico no hay espacio semántico impenetrable. El discurso pedagógico es un principio intrínseco a toda interacción social y es un medio de reproducción de relaciones de poder y principios de control.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research article develops an approach to pedagogy from a sociological perspective or, preferably, from a sociology of pedagogy. It aims to create a critical space that has barely existed around the substratum of pedagogy, and tries to answer the question: What is understood by pedagogy? The article also makes a brief analysis of how many of the discourses produced throughout history have to do with the direct or indirect regulation of subjectivity. These discourses have been considered as means of recontextualizing reason, conscience and knowledge. In this sense, it is argued that, for pedagogical discourse, there is no impenetrable semantic space. Pedagogical discourse is an intrinsic principle to all social interaction and is a means of reproducing power relations and control principles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de pesquisa desenvolve uma abordagem sobre a pedagogia desde uma perspectiva sociológica ou, preferivelmente, desde uma sociologia da pedagogia. Procura abrir um espaço crítico pouco frequente ao redor do substratum da pedagogia e tenta responder à questão: o que é entendido por pedagogia? O artigo também faz uma breve análise de como muitos dos discursos produzidos ao longo da história têm a ver com a regulação direta ou indireta da subjetividade e são considerados médios de recontextualização da razão, a consciência e o conhecimento. Neste sentido, argumenta-se que para o discurso pedagógico não existe espaço semântico impenetrável. O discurso pedagógico é um princípio intrínseco a toda interação social e é um médio de reprodução de relações de poder e princípios de controle.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[discurso pedagógico]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[sociología]]></kwd>
<kwd lng="es"><![CDATA[poder]]></kwd>
<kwd lng="es"><![CDATA[control]]></kwd>
<kwd lng="es"><![CDATA[interacción social]]></kwd>
<kwd lng="en"><![CDATA[pedagogical discourse]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[sociology]]></kwd>
<kwd lng="en"><![CDATA[power]]></kwd>
<kwd lng="en"><![CDATA[control]]></kwd>
<kwd lng="en"><![CDATA[social interaction]]></kwd>
<kwd lng="pt"><![CDATA[discurso pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[sociologia]]></kwd>
<kwd lng="pt"><![CDATA[poder]]></kwd>
<kwd lng="pt"><![CDATA[controle]]></kwd>
<kwd lng="pt"><![CDATA[interação social.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
