Prefazione

This study, adopting a perspective of critical pedagogy, investigates the epistemological and professional conditions of pedagogical discourse and educational practices. The analysis focuses on problematizing the space occupied by pedagogy in the contemporary landscape, highlighting the internal tensions of its status and outlining its positioning in relation to institutional recognition. The text is divided into two parts. The first part develops the theme of crisis in relation to pedagogical discourse and educational practices, examining its potential ramifications, legitimacy, and consequences, while shedding light on its structural dimension. Through a genealogical analysis, the research aims to reposition this crisis within a broader framework, tracing it back to processes of subjectivation and social reproduction. The second part concentrates on the submerged dimensions of pedagogy, namely those implicit, latent, or unaddressed elements that influence both educational action and the institutional recognition of pedagogical professions. Overall, the study explores the conditions of possibility for a critical rethinking of pedagogy, aimed at restoring its epistemological autonomy and its transformative role within society.