Social intervention in educational contexts. Stages and methods

Theoretical and methodological conceptions of social intervention

Abstract

The social problems of education require interventions in educational contexts. In this way, the respective process has a high connotation for education. The objective of the study was to substantiate the theoretical and methodological conceptions of social intervention in educational contexts through a bibliographic review. Theoretical methods such as analytical - synthetic were used during the analysis of the primary sources that provided the foundations and evolution of the main conceptions; by breaking down the contents of social intervention in educational contexts, as well as the relationships and general characteristics of the studies on the topic under review.  The inductive and deductive method agreed to reach general and specific conclusions. Meanwhile, Transit from the Abstract to the Concrete allowed us to start from abstract knowledge, unilateral, fragmentary knowledge, and advance through the study towards concrete knowledge, rich in theoretical determinations related to the particularities of the school, family and community. The main results were based on presenting an assessment of the current state of social intervention in educational contexts. It was possible to verify that this was assumed as a holistic process from a preventive, personalized and comprehensive nature. The methodology of action research for the study of social problems was argued. In general, they highlighted formal and organized actions from various epistemic positions through stages and methods. However, theoretical and methodological insufficiencies could be deduced in terms of the arguments offered to specify these according to social problems and educational contexts.