 What if we thought differently: Can we escape the mechanisms of reproduction in social work education and practice? 
The academicization of social work training is often thought of as a remedy for the tendency to reproduce knowledge and practices due to a system in which peer training is highly dominant. Faced with the transformations and processes of pedagogical reengineering that have developed in the field of social work training in France since the 2010s, including their entry into the European system of higher education, and the addition of academic subjects to the training courses, it is appropriate to question the issues and the scope of a resulting universitarization. In the absence of a clear theoretical framework and of concepts that allow for thinking about the social action of individual support and collective transformation, future social workers are exposed to cognitive dissonance. Intervention sociology, among other disciplines, can provide the theoretical, conceptual and methodological materials to avoid these dissonances.