Rescatar el saber, saber ser y saber hacer de la intervención con familia de los profesionales en Trabajo Social que laboran en Centros de Atención Especializado (CAE) para adolescentes infractores privados de la libertad, en el marco de la Ley 1098 de 2006 vigente en Colombia, es el reto de los resultados que en líneas siguientes se aborda. Aunque fueron varias las intenciones de la investigación, en esencia el documento generado busca, de forma inicial, abrir un espacio de debate relacionado con la construcción de conocimientos adquiridos desde el quehacer y su interlocución con los procesos académicos, entendidos como la combinación teoría-práctica, o práctica capaz de generar teoría, mediada desde mi visión (como investigador) alrededor del paradigma de la complejidad (Morín, 1999, Vélez, 2003;) en la cibernética de segundo orden (Maturana, 1993) en la cual tanto el o la profesional en Trabajo Social como la familia de joven infractor, en cuanto sujetos inmersos en experiencias propias, se instauran en la escena del espacio denominado intervención al punto de construir o deconstruir sus realidades (Berger y Luckman, 2003) para propiciar un nuevo encuentro de saberes. Saberes que igualmente con mi representación social de los sucesos, sujetos y eventos que les atañen, sumada a la de los entrevistados, confluyen en el performance de lo que Shön (1998) y otros autores denominan saberes de acción. / Abstract. Rescue the knowledge, know how to be and know how to do of the family visits from the social work professionals who work in the specialized attention center with adolescent offenders deprived of freedom, in the frame work of the law 1098 from 2006 updated in Colombia, is the goal of the results that are going to be explained in the following lines. Even though there were several intentions pursued with the investigation that was developed, the in the central point in this document is , initially, to open a space for debating the construction knowledge acquired from the fieldwork and its relation with the academic process, which is understood like the combination theoretical - practical, or praxis able of generating theory, construction studied from my point of view (as an investigator) based on the complexity paradigm (Morin, 1999;Velez, 2003) in the cybernetic of a second order, (Maturana, 1993) in which not only the social worker but also the adolescent’s family, as people involved in their own experience, are able to be placed in the scene of the space called intervention, to the point of constructing or deconstructing their realities, (Berger y Luckman, 2003) favoring a new meeting of knowledge. This dialogue of knowledge with my social representation of the events, the people and incidents that make part of it, besides the one of the interviewed people, come together in the performance of what Shön (1998) and the others authors call action knowledge.Abstract: Rescue the knowledge, know how to be and know how to do of the family visits from the social work professionals who work in the specialized attention center with adolescent offenders deprived of freedom, in the frame work of the law 1098 from 2006 updated in Colombia, is the goal of the results that are going to be explained in the following lines. Even though there were several intentions pursued with the investigation that was developed, the in the central point in this document is , initially, to open a space for debating the construction knowledge acquired from the fieldwork and its relation with the academic process, which is understood like the combination theoretical - practical, or praxis able of generating theory, construction studied from my point of view (as an investigator) based on the complexity paradigm (Morin, 1999;Velez, 2003) in the cybernetic of a second order, (Maturana, 1993) in which not only the social worker but also the adolescent’s family, as people involved in their own experience, are able to be placed in the scene of the space called intervention, to the point of constructing or deconstructing their realities, (Berger y Luckman, 2003) favoring a new meeting of knowledge. This dialogue of knowledge with my social representation of the events, the people and incidents that make part of it, besides the one of the interviewed people, come together in the performance of what Shön (1998) and the others authors call action knowledge.