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The complex societies we now inhabit oblige us to question, reformulate or even rupture the traditional socio-political frameworks in which social pedagogy and the social professions have been developed and in which the theories that explain and justify them have been constructed. These frameworks have institutionalised concepts, practices and methodologies that often no longer fit within the complexity of today's constantly changing realities. The aim of this article is to propose and analyse some key foundations for understanding the social professions and the actions they carry out. It concerns itself with generating questions that link social pedagogy and the social professions with the complexity of today's social life. The questions address the current content of what we refer to as 'the social' and its relationship with other dimensions such as politics, culture and the environment. Among other issues, the article addresses how the social professions have developed within the political framework of the welfare state. Based on the answers to these questions, we argue in favour of updating the term 'social' with renewed connotations, and of defining the 'good life' as the reference point that must give it meaning.

The complex societies we now inhabit oblige us to question, reformulate or even rupture the traditional socio-political frameworks in which social pedagogy and the social professions have been developed and in which the theories that explain and justify them have been constructed. These frameworks have institutionalised concepts, practices and methodologies that often no longer fit within the complexity of today's constantly changing realities. The aim of this article is to propose and analyse some key foundations for understanding the social professions and the actions they carry out. It concerns itself with generating questions that link social pedagogy and the social professions with the complexity of today's social life. The questions address the current content of what we refer to as 'the social' and its relationship with other dimensions such as politics, culture and the environment. Among other issues, the article addresses how the social professions have developed within the political framework of the welfare state. Based on the answers to these questions, we argue in favour of updating the term 'social' with renewed connotations, and of defining the 'good life' as the reference point that must give it meaning.

The rise of social pedagogy in recent years has led to a revival of discourses and practices in the fields of social work and pedagogy. Both fields have seen a renewed way of interpreting social and educational relationships and professional practice. This, in turn, has resulted in ongoing analysis and debate regarding the academic and professional affiliation of social pedagogy in recent decades. The aim of this article is to provide an outline of how these disciplines and practices have evolved in Spain. This study adopts a comparative perspective to present a descriptive analysis of the history, training and areas of professional intervention of social pedagogy, social education and social work. The first section discusses the complexity of the relationships between them. In the following two sections, the historical evolution of these disciplines is analysed, highlighting their fundamental milestones. This is followed by a comparison of their respective professional profiles and initial training. The next section then reveals shared professional intervention areas and those that are specific to each professional practice. By way of conclusion, a critical reflection is provided on the way in which the relationship between social pedagogy and social work is usually approached, and also the positioning of the relationship between these disciplines and practices.

Social pedagogy has been defined as the search for pedagogical solutions to social problems. A current social pedagogy acts with subjects who live in highly complex sociocultural contexts, whether or not they suffer from problems derived from it. From these premises, the question arises: what can social pedagogy do with people who suffer from problems of inequality and vulnerability? The hypothesis is that it can do less than desirable. The objective of this text is twofold: to generate arguments that sustain this hypothesis and help, at the same time, the professionals of the socio-educational intervention, to carry out (1) a more accurate reading of the realities in which they act, and (2) to develop more effective, equitable and sustainable actions. This means relating pedagogy with politics and pointing out the functions and dysfunctions that occur between them in situations of inequality and vulnerability. It also means specifying the role of participants in the socio-educational relationships and the characteristics that social and educational interventions that occur in such situations should have. ; La pedagogía social ha sido definida como la búsqueda de soluciones pedagógicas para problemáticas sociales. Una pedagogía social actualizada actúa con sujetos que habitan contextos socioculturales de alta complejidad, sufran o no problemas derivados de aquella. A partir de estas premisas se plantea la pregunta ¿qué puede hacer la pedagogía social respecto a las personas que sufren problemáticas de desigualdad y vulnerabilidad? La hipótesis elaborada es que puede hacer menos de lo deseable. Para justificarla se pone en relación la pedagogía con la política. Las funciones y disfunciones entre ellas determinan las respuestas posibles frente a las situaciones de desigualdad y vulnerabilidad. A continuación, se reflexiona sobre el papel que desempeñan las personas en las relaciones socioeducativas y se plantean las características que debería tener la intervención socioeducativa. Se acaba concretando algunos de los retos actuales de los pedagogos sociales frente a la desigualdad y las situaciones de vulnerabilidad.

La pedagogía social ha sido definida como la b squeda de soluciones pedag gicas para problem ticas sociales. Una pedagog a social actualizada act a con sujetos que habitan contextos socioculturales de alta complejidad, sufran o no problemas derivados de aquella. A partir de estas premisas se plantea la pregunta qu puede hacer la pedagog a social respecto a las personas que sufren problem ticas de desigualdad y vulnerabilidad? La hip tesis elaborada es que puede hacer menos de lo deseable. El objetivo de este texto es doble: generar argumentos que sustenten dicha hip tesis y ayuden, al mismo tiempo, a los profesionales de la intervenci n socioeducativa, a efectuar (1) una lectura m s ajustada de las realidades en las que act an y (2) a desarrollar acciones m s eficaces, equitativas y sostenibles. Eso significa relacionar la pedagog a con la pol tica y se alar las funciones y disfunciones que se producen entre ellas frente a las situaciones de desigualdad y vulnerabilidad. Significa tambi n especificar el papel que desempe an las personas participantes en las relaciones socioeducativas y las caracter sticas que deber an tener las intervenciones socioeducativas que se producen en dichas situaciones. ; Social pedagogy has been defined as the search for pedagogical solutions to social problems. A current social pedagogy acts with subjects who live in highly complex sociocultural contexts, whether or not they suffer from problems derived from it. From these premises, the question arises: what can social pedagogy do with people who suffer from problems of inequality and vulnerability? The hypothesis is that it can do less than desirable. The objective of this text is twofold: to generate arguments that sustain this hypothesis and help, at the same time, the professionals of the socio-educational intervention, to carry out (1) a more accurate reading of the realities in which they act, and (2) to develop more effective, equitable and sustainable actions. This means relating pedagogy with politics and pointing out the functions and dysfunctions that occur between them in situations of inequality and vulnerability. It also means specifying the role of participants in the socio-educational relationships and the characteristics that social and educational interventions that occur in such situations should have.

The latest social pedagogy discourses in Spain have highlighted the increasing interest in developing the ethical dimension of its practice. Up to now, this issue has been addressed from a deontological perspective through which codes of ethics have been developed. Nowadays, a new perspective based on developing an ethical perspective focused on practice and relationships is emerging. This article reports on the results of the first stage of a larger study that aims to analyse the ethical dimension of socio-educational relationships. This stage consists of identifying the contributions of different social science authors to the construction of an ethical dimension in the socio-educational relationships. Our purpose is to develop a theoretical model of ethics in social pedagogy and social education that serves to substantiate an ethical practice. We present the contributions of Axel Honneth and Judith Butler and carry out a two-step theoretical analysis, involving an analysis of two original works by each author as well as a systematic review of the applications of the authors' theories in the field of ethics and education. The main results provide a better understanding of how the theory of recognition, from the perspectives of both authors, is useful for the development of an ethical dimension of social pedagogy. To do so, it is necessary to analyse other related concepts, such as social freedom, invisibility, democratic ethical life, vulnerability, performativity, reflection, political resistance and responsibility, and how these are being applied in the social field. From this starting point, key socio-educational principles can be established in order to guide professional practice and socio-educational relationships.

El guanxi se confunde fácilmente con el capital social. Muchos estudios sobre ambos fenómenos han aplicado en China los conceptos, métodos y teorías de la sociología occidental ignorando la importancia de las influencias socioculturales de las culturas respectivas. Este artículo realiza un análisis sistemático de las investigaciones realizadas sobre el guanxi y el capital social en la última década. Se analizan los resultados de 39 artículos seleccionados a través del método PRISMA. De dicho análisis se desprenden los límites y contradicciones existentes en relación con el guanxi tanto desde la perspectiva del confucianismo como de la del propio concepto occidental de capital social. Se desvela, también, el significado esencial del guanxi en la sociedad china y las relaciones que puede establecer con el capital social, dado que, aunque son dos conceptos diferentes, pueden conectarse e influirse recíprocamente. Por último, se sintetizan las conclusiones del estudio.

This study adopts a comparative perspective to present a descriptive analysis of the state of social pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of social pedagogy. The study uses a quantitative methodology to analyse the content of social pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search (Janer & ucar, 2016). Findings The results indicate that in most of the universities analysed social pedagogy is a subject within other social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in social pedagogy as regards the political, ethical and social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, professional, historical and functional dimensions have little presence in social pedagogy university studies. Applications The theoretical and practical field of social pedagogy is complex and subject to multiple and varied interpretations. This study contributes to the theoretical debate on the nature of social pedagogy. This analysis is relevant from both a scientific and a social perspective. It's necessary to working towards building a common and universal theoretical core for social pedagogy to achieve a transmission of knowledge regarding all of the analysed dimensions clearer and help unite its theoretical, educational and professional spheres.

SummaryThis study adopts a comparative perspective to present a descriptive analysis of the state of social pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of social pedagogy. The study uses a quantitative methodology to analyse the content of social pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search ( Janer & Úcar, 2016 ).FindingsThe results indicate that in most of the universities analysed social pedagogy is a subject within other social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in social pedagogy as regards the political, ethical and social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, professional, historical and functional dimensions have little presence in social pedagogy university studies.ApplicationsThe theoretical and practical field of social pedagogy is complex and subject to multiple and varied interpretations. This study contributes to the theoretical debate on the nature of social pedagogy. This analysis is relevant from both a scientific and a social perspective. It's necessary to working towards building a common and universal theoretical core for social pedagogy to achieve a transmission of knowledge regarding all of the analysed dimensions clearer and help unite its theoretical, educational and professional spheres.

AbstractWe present a study of social pedagogy from a comparative perspective with the aim of offering an international overview of the current status of social pedagogy in the world. The lack of a universal conceptual definition for the term causes epistemological confusion and inaccuracy and has led to the emergence of multiple polarised perspectives on the concept in different contexts. Our study analyses the current situation from the academic, training and professional viewpoints, with the aim of developing a series of indicators to construct an updated, global and integrated view of social pedagogy. Each of these three visions forms a phase of research and uses a specific methodology: the academic perspective (qualitative methodology with the Delphi method), the training perspective (quantitative methodology with a statistical analysis) and the professional perspective (qualitative methodology with semi-structured interviews). Based On the triangulation of all results in different phases, our principal findings define the main dimensions of social pedagogy: contextual, historical, epistemological, functional, professional, methodological, normative and ethical and political. It also confirms that it is possible to define a theoretical, transdisciplinary and international common ground on social pedagogy and describe the specific features characteristic of each context.

El artículo analiza el debate académico del Trabajo Social latinoamericano respecto a la cuestión socioambiental. El espacio de dialogo académico analizado son los Seminarios Latinoamericanos de Escuelas de Trabajo Social desarrollados entre los años 1998 al 2012. Durante dicho periodo se realizaron cinco Seminarios que suman más de mil ponencias. Se filtraron las ponencias que abordan de manera directa la temática socioambiental, con el objetivo de: a) detectar los conceptos (teóricos o de contexto) más utilizados por los autores; b) determinar las problemáticas socioambientales predominantes; y c) conocer los campos de acción profesional. Los resultados dan cuenta del compromiso de la profesión para elaborar una posición académica y política que enfrente las lógicas extractivistas y capitalistas que afectan a gran parte de la región, especialmente el mundo rural e indígena. También queda en evidencia la necesidad de aumentar las narrativas disciplinares en circulación, para así lograr mayor presencia en el debate global. ; O artigo analisa o debate acadêmico do Serviço Social latino-americano em relação à questão socioambiental. O espaço de diálogo acadêmico analisado se refere aos Seminários Latino-Americanos de Escolas de Serviço Social realizados entre 1998 e 2012. Durante este período foram realizados cinco seminários que somam mais de mil trabalhos. Filtraram-se os trabalhos que abordam de maneira direta a temática socioambiental, com o objetivo de: a) detectar os conceitos (teóricos ou de contexto) mais utilizados pelos autores; b) determinar as problemáticas socioambientais predominantes; e c) conhecer os campos de ação profissional. Os resultados demonstram o compromisso da profissão em elaborar uma posição acadêmica e política que enfrente as lógicas extrativistas e capitalistas que afetam grande parte da região, especialmente o mundo rural e indígena. Também é evidenciada a necessidade de aumentar as narrativas disciplinares em circulação, para assim alcançar maior presença no debate global ; The article analyzes the academic debate of the Social Work in Latin America regarding the social-environmental issue. The academic space of dialogue studied was the Latin American Seminars of Schools of Social Work occurring between 1998 and 2012. During this period, five seminars were held, presenting more than 1,000 studies. The research examined these studies, separating the works that directly addressed the socio-environmental issue in order to: a) identify the most used (theoretical or contextual) concepts; b) determine the predominant social and environmental problems studied; and c) learn about the fields of professional action. The results showed the Social Workers commitment to elaborate an academic and political position facing the extractive and capitalist logics that affect much of Latin America, particularly the rural and indigenous communities. The findings pointed out the need to broaden the disciplinary narratives in place, aiming to gain space in the global debate

This article aims to deepen in the educational dimension of youth policies as well as in pedagogical professionals who develop it: the youth technicians. That is why we present the findings of recent study developed in the doctoral program «Education and Society» at the uab, which analyzes the application of these policies in the Girona area during the last legislature, through the prism innovative and integrative theoretical framework that combines different perspectives directly linked to youth policy and more specifically to the definition that makes them in the National Youth Plan of Catalonia. These theoretical perspectives are: the biographical approach (Casal et al., 2006); the theory of communities of practice (Wenger, 2001); and the perspective of young-adult partnership, also known as adult as allies (Checkoway, 1996). This analysis is allowing us to build theoretical and practical bases for the guidance of the intervention of technicians, expanding their conceptual referents, and recognition of their work, aiming to improve the deployment a positive impact on young people themselves ; Cet article a pour finalité pénétrer dans la dimension éducative des politiques de jeunesse ainsi que dans le travail pédagogique que ses professionnels développent. C'est par cela qu'ici se présentent les conclusions de l'étude récemment développé dans le cadre du programme de doctorat «Éducation et Société» de l'uab, dans laquelle est analysé l'application de ces politiques dans les comarques de Gérone pendant la législature passé, sous le prisme innovateur et intégrateur d'un cadre théorique qu'il ensemble les différentes perspectives directement liés aux politiques de jeunesse et plus concrètement –la définition qui est faite d'elles dans le Plan National de Jeunesse de la Catalogne. Cette analyse est celui qui nous permet de construire quelques bases théoriques-pratiques pour l'orientation de l'intervention des techniciens, en agrandissant ses référents conceptuels, ainsi que la reconnaissance de son travail, en aspirant à ce qu'une meilleure intervention répercute positivement sur les propres jeunes hommes ; Este artículo tiene como finalidad ahondar en la dimensión educativa de las políticas de juventud así como en la tarea pedagógica que desarrollan los profesionales que las aplican: los técnicos de juventud. Es por ello que aquí se presentan el diseño y las conclusiones del reciente estudio desarrollado en el marco del programa de doctorado «Educación y Sociedad» de la uab, en que se analiza la aplicación de estas políticas en las comarcas gerundenses durante la pasada legislatura, bajo el prisma innovador e integrador de un marco teórico que aúna diferentes perspectivas directamente vinculadas a las políticas juveniles y más concretamente a la definición que se hace de ellas en el Plan Nacional de Juventud de Cataluña. Estas perspectivas teóricas son: el enfoque biografista (Casal y otros, 2006); la teoría de las comunidades de práctica (Wenger, 2001); y la perspectiva del partenariado adultos-jóvenes, también denominada adultos como aliados (Checkoway, 1996). Dicho análisis es el que nos permite construir unas bases teórico-prácticas para la orientación de la intervención de los técnicos, ampliando sus referentes conceptuales, así como el reconocimiento de su tarea, aspirando a que una mejor intervención repercuta positivamente en los propios jóvenes