Introduction:

This document presents an excerpt from the conference read at the Comahue VI Conference of Psychopedagogy: Learning in Infancy, Adolescence, and Youth. Practices, interventions, and production of knowledge, organized by the National University of Comahue. May 17, 2019, Argentina.

Objective:

The research analyzes the configurations of the territory and the domain of Psychopedagogy. The text deals with the structure and the field of knowledge, the framing systems, the levels of the paradigmatic organization and academic formalization of the psychopedagogical field.

Methods:

The methodology used refers to the review of the literature on the topic addressed, the search was focused on scientific research, these works were located in the digital, bibliographic, static, SCIELO, PROQUEST, REDALYC and EBSCO and specialized electronic libraries in Latin America and Europe.

Result:

The configuration operations of the knowledge structure of Psychopedagogy raises multiple ways of knowing, consecrate an open theoretical and methodological structure, configured through multiple types of relationships, that can be analyzed through the metaphor of universe-mosaic. The singularity and specificity of domain follows the logic of chaosmosis, gives way to a dynamic terrain, specifically, 'morphodynamic', manifesting a multi-linear and heterogeneous nature, crossed by a non-linear multiplicity of relationships between each of the elements that converge and guarantee the functioning of your domain. The new production arises from indeterminate spaces, from what has been termed as work at the intersections of the disciplines.

Conclusions:

Given the interstitial status of its object, and the interdisciplinary nature, Psychopedagogy presents greater fertility conditions around the elaboration of new knowledge and object. Finally, the study allowed the precision of the conceptual system in terms of interdisciplinary science.

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