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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]