Issues on Theoretical Indispensabüity and Validation of Psychopedagogical Practice

Abstract

The psychopedagogical task focused on learning difficulties has legitimated
its intervention by tuming to different conceptual marks that served as its
starting point for the understanding of the learning problem and for the legitimization
of its clinicai intervention. Serious consequences for the development of the
psychopedagogical practice were arisen from a certain tendency of applying concepts
and methods that were built in the midst of theories which are not specifically dedicated
to the psychopedagogical field, and from the lack of an epistemological reflection
about that fact. This article attempts to enlighten the historical origin of the
psychopedagogical practice and to redefine both its object of study and its field of
problems, as well as to reflect about some obstacles and possibilities for the development
of an intervention theory.