Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Based on the different socio-environmental issues and emergencies faced by the contemporary world, this article reports on the debate held on this topic in Dublin within the framework of the Joint World Conference on Social Work, Education and Social Development 2018. The conference's Abstract Book was reviewed and analyzed, specifically those papers related to the theme of "Environmental and Community Sustainability." The results describe the geographical origins of the papers, the type of papers submitted and the specific topics they address. Despite gaps in the exploration, theorization or application of social work as a disciplinary subfield, there are a number of research studies, experiences and high-value tools expressed in the diversity and richness of the academic debate generated by the conference.

Social Work in Chile during the Reconceptualization period presented strong changes, in a context of high social effervescence. At the turn of the 1960s and 1970s, the consolidation of the working class and left-wing parties led Chile to become the first country in the world to conquer the government by electoral means, with a program to build socialism,. In a context of intensifying social struggles, Chilean Social Work established relationships and positions in the face of these, producing a rich reflection on teaching and learning in relation to training plans and intervention. This article is the first delivery of the results of an ongoing research project that reviews the relationship between Social Service and social struggles based on the analysis of TCCs and discussions contained in the PUC Social Work Review, in light of the historical conjuncture period.

Neoliberalism in Chile introduced a market logic in all spheres, altering people's connection to their social rights and establishing the consumerist dynamics inherent to this phenomenon. For families, education is an important dimension whose social significance is strongly influenced by the neoliberalist spirit, which prioritizes the economic importance of education over other factors, such as the contents taught or the values instilled. Notwithstanding this trend, there are social groups and organizations which seek to generate a different dynamic so that education responds to people's rights and not merely to their functional purpose in the market, thus generating opportunities for resistance and awareness. This articles explores the opinions of a group of families on non-formal education, with respect the children and youth's participation in the social intervention carried out by the organization "La Otra Educación," (in English, "The Other Education").

The article analyzes how the street soccer methodology strengthens identity building amongst young people who participate in the Pac Gol community organization, located in Pedro Aguirre Cerda District, based on a community education model that confronts the reproduction of sexual, racial, and class stereotypes that are present in the formal education model and in elements of traditional soccer. A qualitative methodology was used, addressing the full sample, combining semi-structured interviews with participant observation. The project succeeded in identifying members' linkages with the organization "” expressed in terms of affective bonds of reciprocal trust between stakeholders, the appropriation of space, and subjective wellbeing amongst members "” as well as evidence on changes in schemata, norms, and attitudes amongst participating players, regarding values linked to social inclusion and non-discrimination.

Human Immunodeficiency Virus was detected in Chile during the 1980s, and in 2017 alone, more than 6,000 Chilean people were diagnosed as HIV positive (Ministry of Health, 2017). Despite efforts made by both government bodies and civil society organizations, the percentage of people living with HIV or AIDS in Chile has continued to rise. Preventive policies have failed to stem this ongoing increase, which remains a significant public health problem.This article puts forward an argument for modifying enunciation in orden to socially empower individuals who are morally wronged, calling to shift attention from subject-based intervention to systemic action, thus seeking to establish a break point in that which is observed and named in an emancipatory manner, building on the Autesian concept of "enunciative deficit". The goal is to construct, using praxis in the lebenswelt colonized by the neoliberal ethos, a bid to shed light on relations of power, domination, and oppression that reduce society, thus critically positioning the discipline based on the logic of negativity, in search of a move towards the notion of preventive intervention.

This article reports on social research conducted in Penco District, Chile, describing the valuation ascribed by stakeholders to intergenerational relations, within the framework of the socio-educational program implemented by senior teachers at the local home for older people, for children in the same district. The methodology used is qualitative, built on a phenomenographic approach, with the goal of garnering an understanding of key elements in the valuationor importance attributed to the experience and its results, drawn from the narrative of the protagonists in the process.

This article reports on the principal difficulties faced by parental figures involved with programs for protection of childhood rights in Araucaní­a Region, Southern Chile, and support mechanisms available for emotional, informational, and instrumental aid. A qualitative and quantitative research methodology was used to survey 99 parents and guardians, with indepth interviews for 6 mothers or guardians belonging to different family configurations, from different ethnic origins and areas. It was found that most people involved in intervention processes are women "”mothers or guardians"” who face a wide range of emotional, instrumental, and information difficulties, possess limited informal support networks, and receive social intervention from formal networks that tends to only impair their parental self-effectiveness.

Since last year, the Government of Chile has spearheaded a process to modify education policy between Chile and Haiti. This constitutes an intervening condition of social inclusion for Haitian people arriving as migrants.  In this context, a research project was conducted to describe and analyze beliefs amongst Haitian parents in Quilicura District, regarding the role of schools in social inclusion processes for their children. The principal results showcase a form of cultural diversity that exists in today's schools, failing to take into account the beliefs of Haitian parents. This situation operates alongside a prevailing approach within schools that is based more on social integration than on social inclusion, causing children to restrict their effective social inclusion process within the establishment, as they lack support ortools to develop it correctly.