El campo epistemológico y formativo de la pedagogía en Brasil

The article is configured as a theoretical essay that develops reflections on the challenges of the formative field of Pedagogy in Brazil based on the problematization of Pedagogy as Science of Education. It starts from the observation that the recourse to the praxic nature of Pedagogy as Science and the growing influence of productivist paradigms makes damages in the formation of pedagogues as critical-reflective professionals. As a result of this critical orientation, a perspective of the curricular organization of the course is traced based on axes that seek to translate the complexity of Pedagogy and its ethical-political engagement in social transformation.