La Pedagogía Social y la Educación social latinoamericanaprácticas, formación e investigación desde la región

Resumen

Social education in Latin America presents some shared characteristics at a global level, but also some specific indicators (contextual, functional, epistemological, professional, methodological, ethical-political and normative) from the region. The main purpose of the article is to analyze the current situation of practices, training and research (from the educational, sociocultural and relational axes), fields and lines of academics in Brazil, Mexico, Colombia, Chile and Uruguay. The descriptive methodology based on the survey technique with open questions, interprets the key information received by the academic and social community. The main results and conclusions for the region indicate that there are priorities at the community level (with a leading role in prevention with childhood and adolescence, as well as democratic and community promotion in non-school contexts) and specialized (rehabilitation of crime and armed conflicts) . Among the specific indicators, for example, are those related to the worldviews of native peoples or the relevance of the ethical-political commitment to liberation. From the academic professionalization, the career trajectory of Uruguay stands out, as well as the regulated postgraduate training from the two master’s degrees in Colombia.