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This work unfolds from a comparative approach on the training of social educators in Italy and France, and it aims at a more general reflection around the debate between disciplinary knowledge and practical knowledge. In order to achieve our purpose, we have developed our proposal around three axes. The first step aims to better understand when and how the notion of competence ("unit of measurement" of practical knowledge) has become part of the pedagogical vocabulary and what kind of impact it had on the training provided by disciplinary knowledge. Subsequently, we begin comparing the training processes in both countries, to better grasp the debate at the center of our study. While in Italy the training tends to be reduced to formal knowledge of a disciplinary nature and delegated to the Universities, in France the training is dispensed by competences, declined in reference frames and delegated to specific training institutions. Drawing from the results of our doctoral research, it is now crucial to understand what is the space for practical knowledge in the training processes. Lastly, we present the approach proposed by professional didactic, which seems to have found a synthesis to combine disciplinary knowledge and action knowledge in training in social work.

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Competences et savoirs disciplinaires: quelle harmonisation possible dans les processus de formation en travail social? L’exemple des educateurs en Italie et en France