Social Work, Pedagogy, and Relational Knowledge

In this article, I delve into the profession of Social Work as it engages in pedagogical practices and interpersonal interactions, aiming to highlight the relational knowledge that underlies them. To do so, I address some tensions within the pedagogical practices of this discipline, both externally and in professional training. Building upon these tensions, I position the underlying conception of technical rationality within the dominant model of professional training, contrasting it with the concept of the reflective practitioner, that represents at its best the knowledge domain at hand. Subsequently, I explore relational knowledge as central to the reflective practices of social workers, concluding by presenting formative strategies for social workers from a biocentric education perspective.