The pedagogical intervention, profile and identity of graduates from what is known, said and done in the Bachelor of Education Sciences at the National University of Córdoba

Abstract

This paper is about the professional identity configuration of graduates of PPS modality of Education Sciences at Philosophy and Humanities Faculty (UNC). In other words, it deals with the question about how one has come to be what one is being, understanding what we do –and the practices that are generated from them– defines who we are and our prospects about what we supposedly do.
An early answer is that the unstable nature of professional identity as much as the same academic field are conditioned and directly related to the discussion between German idealistic tradition –from which comes the word Pedagogy–, and, on the other hand, French tradition with the nomination of Science Education. Today, these traditions are evidently in the curricular division between the PPS modality and the Research Work (Thesis) as graduation options.