The specialization of the educational studies and, specifi cally, of the pedagogical research legitimized the epistemological transition from Pedagogy to Sciences of Education in order to permit, on the one hand, to interpret and evaluate multiple dimensions and levels of the new individual formative as well as social and institutional needs, on the other hand, to work on the practices of both educational relationships and formal, not formal and informal educational contexts. Such type of transition, emphasizing the broadening of the social request of training and education, pointed out the requirement of both professionals specifi cally able to operate with knowledge and competences appropriated to the heterogeneity expressed by social problems and specifi cally training course capable to legitimate this kind of professionalism. On the one hand, this paper aims to highlight, despite the strengthening of epistemological identity of professionals in educational fi eld also thanks to the establishing of vocational associations, the gap that already obstruct the legal acknowledgement of these professionals, On the other hand, the paper outlines the lines of development derived by the Law of January 14th 2013 n. 4 “Disposizioni in materia di professioni non organizzate” and the Law Proposal n. 2656 “Disciplina delle professioni di educatore e di pedagogista” presented the 7th October 2014, whose the fi rst signatory is the colleague senator Vanna Iori.