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This paper seeks to trace the evolution of the Social Studies Education since its birth as academic and scientific discipline until now. This analysis takes the Spanish case as starting point, and widens its observations to some international context, such as Germany, France, United Kingdom, United States, Canada, Brazil, Mexico and Chile. The main aim of this paper is to point out the specific contributions that have shaped the educational research and the current status of the issue of the discipline. The methodology followed in this work has been based on a thorough review of the national and international scientific literature related to the topic. The selection of the literature that supports the arguments made along the paper attended to one specific criteria: the high degree of expertise of the authors and the quality of their contributions in the field. This analysis indicates that one of the biggest issues that the discipline has is the fact that, although the main research problems are shared, there is a lack of communication and a sort of scientific isolation among the different international contexts and scientific communities. That cause a low degree of consensus regarding essential aspects of the discipline, such as epistemological or methodological issues. It is therefore necessary a deep reflection on the matter to create a solid theoretical and methodological corpus. [ABSTRACT FROM AUTHOR]

This paper aims at reconstructing the pedagogical and disciplinary praxis in each territory for disciplinary research, according to the conditions offered by the training in Education Sciences. To do this, we use a qualitative methodology, specifically case studies. In this sense, the cases selected for this study were two Education Science teaching teams: General Didactics and History of Argentine Education. On the basis of the analyses performed, three formative contexts were identified: the field, the desk and the extra institutional territories. These territories shape a form of methodological and epistemological approach of the disciplinary object, which in turn enables modes and devices of research training. [ABSTRACT FROM AUTHOR]

This paper presents several conceptual perspectives to discuss the character which performs the identity properties of Pedagogy. The text is organized in two sessions: the first one comprises a critical analysis of the context of epistemological significance of Pedagogy, focusing in circumstances that led to the emergence of different forms of recognition of its nature. The second one presents elements that highlight the epistemological status of Educational Science. It is inferred that the place of Pedagogy between past and contemporary times will be determined by epistemological confrontation in relation to its identity issue and the circumstances of education in society today require an educational system of knowledge and practices which express the need to reframe this Science. [ABSTRACT FROM AUTHOR]

This article attempts to contribute to the knowledge of the configuration of experiences, discourses, and professionals in education: knowledge constituted with regard to the relation between (auto)biography and education in Argentina. The purpose is to explore the conformation of that territory marked by "zones of contact", articulations, and tensions among (auto)biographical narratives, pedagogical experiences, and teachers' research/training/action. This paper draws a map of their peculiarities and describes the contributions for the educational reflection and practice of a space of intersections, mixtures, and inventions: fertile soil for pedagogical action and thinking, and now presented as one of the platforms for doing another kind of educational research and delineating other modes of "methodological and political experimentation" in the field of teacher education. [ABSTRACT FROM AUTHOR]

The objective of this article is to present, on one hand, the main theoretical categories and notions that, as a frame of reference, sustain a group of recent studies--produced in the European and Anglo-Saxon academic world--on the emergence of education as a disciplinary field. On the other hand, the article offers a panoramic view of the processes of the global institutionalization of education as a disciplinary field; such a view is provided by analyzing national cases from Europe and the United States that serve as examples of the use and potential of the presented categories and notions. The paper aspires not only to reveal production that on the most part is not translated into Spanish, but also to enrich the regional historiographical and theoretical discussion that will permit advances in the study of the origins of education as a disciplinary field. [ABSTRACT FROM AUTHOR]

This article is the result of a research about the life and work of the French educator Philippe Meirieu and it tries to show some discourse aspects of pedagogy in France and its relationship with the sciences of education. Pudgy is not the science of education as it appears in other conceptual regions or pedagogic traditions (German or English). Science of education in France appears institutionalized in 1967 and since that date pedagogy inhabits in its bosom as a concept rather than as a disciplinary space. With the aim of understanding the complex discourse of pedagogy we have consulted magazines, books, papers and some doctoral theses in science of education. Among the most important magazines in our field of reference we can mention The French Magazine of Pedagogy (Revue Francaise de Pédagogie), Magazine of Science of Education for the New Era (Revue de Sciencies de l'Education Pour la Nouvelle Era), the Pedagogy Notebooks (Cahiers de Pédagogie), the Magazine Knowledge's (Revue Savoirs). These magazines appeared on the French university stage some years after the birth of the science of education. As Pedagogy appears as a given concept, it seems that this question is neither the spring nor the interest of the theorists or practicals or experts; it has each day less place in the science of education debates. [ABSTRACT FROM AUTHOR]

This article proposes an invitation to an interior journey through the early stages of educational research. The intention is to share on the basis of a concrete example; in this case, the investigation is about a case study in the Teacher Training Faculty of the University of Barcelona. Within this process, this paper discusses some of the following dilemmatic questions: how to start to organize and to shape the initial ideas, how to target from the complex analysis to a single focus of inquiry, how to move from thematic to convert it in a research problem, how to delineate the research perspective taken, how to build the main questions comprising each dimension of analysis, how to define positions on the real or fictitious dilemma of objectivity and subjectivity in educational research, and finally how to deal with and decide on the selected information gathering techniques. Within this decision making process, also provides tables which graphically and visually solve the main dimensions and questions of the thesis problem and the methodological positions assumed. In conclusion, the article points, out that although on this occasion narrate the initial phase of decision making, the methodological questions of inquiry is not exclusive of this period, but go over throughout the research process. [ABSTRACT FROM AUTHOR]