Controversy around pedagogy: detractors and advocates in the scientific literature.

Abstract

Pedagogy is a discipline that holds a central position of attention. On one hand, it is regarded as a necessary subject that provides answers to guide various socio-educational processes, which are of utmost importance in contemporary times. On the other hand, it is often blamed for many of the endemic issues within the field of education. Consequently, an anti-pedagogical sentiment exists in the cultural and social sphere, evident in numerous editorials and non-academic articles across different media. The primary objective of this study is to examine whether the anti-pedagogical current present in the cultural and social sphere is also reflected in academic literature. To achieve this, a qualitative methodology based on the analytical-descriptive approach is utilized. The main finding of this study is that academic literature does not mirror the anti-pedagogical approach seen in the media.