This research was oriented from questioning the epistemological structure of an academic field that, in the Latin American tradition, has tried to open space in the conceptual borders of the social sciences, has shown a certain indeterminacy in its objectivity and has experienced disagreements in emerging practices sometimes systematized. For this reason, the research asked about the academic trajectories that have supported the epistemological course of the field of communication/education and, at the same time, about the existence of an intellectual tradition that would allow communication/education discussions to be recognized as a field.
The archival work involved the review of foundational texts of the field, selected in order of importance for the state of the art, and the consolidation of the testimonial and documentary sources. The bibliography reviewed in the backgrounds was supported by publications from journals of Central University, National Pedagogical University and Universidad Distrital Francisco José de Caldas, as well as texts from academic centers involved in the study of communication/education in some parts of the continent, such as the University of La Plata in Argentina.
The approach was based on intellectual history. For its part, the documentary work founded on curricular experiences was definitive to point out the discussion in epistemological terms. At the end of this research, it can be affirmed that communication/education is a field in which academic practices, production of scientific knowledge, institutional tensions, discourses, and social agents are combined.
