The text below is a small contribution to this discussion on the search for ontological, epistemological and axiological references, which enable us to develop hypotheses that explain social events and processes within the field of social practice. The question of possible configurations of approaching practice field analysis is posed. The question on one unidisciplinary and multidisciplinary practice field analysis is put forth. If multidisciplinary, then in what configuration : interdisciplinary o maybe transversal? The complexity of educational field analysis, education, teaching, social work is so visible, that it is necessary to refer analysis to theoretical and methodological ideas appropriate for the humanistic and social disciplines while using traverse constructed tools of analysis, which will allow for such a traversal analysis of the practice field. This perspective facilitates the development of reflexive practice. It is created in an interaction and in reference to the condition analysis of discourse field establishment in the research field. This is the mean also of developing in oneself (and in aiding others in this process) a reflexive practice attitude. It is also a very synthetic presentation of social pedagogy's point of view on the processes and individually enacted events that occur in the field of practice. We describe this point of view as the transversal dimension of social pedagogy.