La complejidad de los marcos de interacción en "educación de padres"

What is “parent education” as practice and as sociocultural practice? This paper offers an exploratory approach to this issue, studying a governmental parent education program. The historical making of the program is reconstructed and an intrinsic tension is identified between a prescriptive trend rooted on specialized knowledge and the intended guideline of turning the “interchange of experiences” into the main resource for learning. Consequences of this tension are then analyzed in terms of the complex and ambiguous nature of the interaction frames that got co-constituted within the program sessions.