This study emphasizes the education sciences status and its analysis from a historical and epistemological perspective. It has mainly in sight the delimitation between the authentic education sciences (developed from the basis matrix of pedagogy) and the non authentic education sciences, appeared only as applications to education of the other social sciences. The status of pedagogy as a social science is proved by the emphasizes of the object of specific study (education, studied at a global and profound level with the help of the function and basis structure concepts and the other concepts: finality, content, general forms system and education process, specific research methodology - historical and hermeneutical, specific normatively expressed through axioms, laws and principles and rules. The education sciences classification values two criteria: the position towards research object, education and the research methodology mainly used. The first criteria emphasize the importance of the fundamental sciences of education: education general theory, education general teaching theory, education general curriculum theory, pedagogical research theory. The second criteria emphasize the appearance of the education sciences through different methodologies typological separated. This is a perfect issue to understand the fundamental sciences of education.