Professional action in the exercise of social policy: challenges and analysis based on an ethics of conflict

Abstract

This article intends to open a range of possibilities about theories and practices in the social education sphere. They have to allow the professional and social leaders to invent anew educational intervention. It treats of identifying and analyzing some categories developed by some investigators and educational professionals with the objective of identifying the power of self-managing. It is what groups and/or communities have in the social promotion projects with educative character. The analysis of the formation needs and the educative relation concerning to social promotion projects will permit to identify and characterize a social formation process which leads to self-managing. The self-managing demands, among other things, to explain and develop skills as the relationship power, the conflictive dealing and the cultural codes. The work hypothesis supports that a social promotion project must be considered as a reality constantly argued, adjusted and negotiated. In this case, all de parts establish a pedagogic relationship of good results.