Investigación psicopedagógica e investigación en Psicopedagogía: diferenciación necesaria desde una perspectiva epocal, de la complejidad, disciplinar, profesional, inter y transdisciplinar

Abstract

Going through the third decade of the 21st century in the field of Social Sciences and Humanities, Psychopedagogy can be considered, with certain nuances, as a Profession and a Discipline, it can even be viewed as
an inter-trans disciplinary field, which I ad hoc name Psychopedagogical Sciences , although there is no general consensus on this, at least in Latin America. This epistemological conceptualization sinks its roots in the condition and characteristics inherent to the object and to the psychopedagogical task considered, the latter, as the occurrence of Knowledge Practices in a specific type of Community of practices. This positioning and our methodological perspective allows us to differentiate in the psychopedagogical field between psychopedagogical research and research in Psychopedagogy, where the first would be linked to the reconfiguration and resignification of knowledge in professional practice and, the second with the configuration, construction or production of disciplinary, interdisciplinary and/or transdisciplinary knowledge. Knowledge and knowledge that allow consolidating the profession, discipline and interdisciplinary field of Psychopedagogy, thus scientifically substantiating the Knowledge Practices that take place there. Among the Knowledge Practices, psycho-pedagogical intervention in different areas-school, socio-educational, health, work, recreational, clinical, among others- and Research Practices occupy a central place. Profession, discipline, field, spheres, practices traversed and constituted in the warp of complexity, that is, by that fabric of events, actions, interactions, feedback, determinations, hazards, that constitute our phenomenal world. It is, from this perspective that the objective of this article is to put categories such as profession and discipline, types of knowledge with their epistemic varieties and methodological modalities, intervention and research in a specific field and task, as well as heterogeneous and diverse, into dialogue. As is the psychopedagogical. To this end, I will develop successively, knowing that they are intertwined; conceptual issues related to the psychopedagogical object, to the psychopedagogical task, to Psychopedagogy as a profession, discipline and interdisciplinary field to finally relate the different types of knowledge with psychopedagogical research and research in Psychopedagogy presenting their specific and common features.