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Social work and social education as professional identity. Scoping Review of scientific production in Latin America between 2017 and 2022

By
Yasna Anabalón Anabalón ,
Yasna Anabalón Anabalón

Universidad de Las Américas. Concepción, Chile

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Emmanuel Vega Román ,
Emmanuel Vega Román

Universidad de Concepción. Concepción, Chile

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María Soledad Ascencio Cortés ,
María Soledad Ascencio Cortés

Pontificia Universidad Católica de Valparaíso, Chile

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Angel Roco-Videla ,
Angel Roco-Videla

Universidad Arturo Prat. Iquique, Chile

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Abstract

Introduction: In Latin America, the relationship between social education and social work has been a topic of growing interest, with a focus on the convergence and epistemological differences between both disciplines.
Objective: This study aims to critically analyze scientific production in Latin America between 2017 and 2022 in relation to the professional identity of Social Work and Social Education.
Method: A retrospective review of scientific production was carried out between 2017 and 2022, quantifying published articles, methodologies used, participants, research countries and content analysis.
Results: After analyzing 102 documents, 82 relevant publications were identified. A predominantly female participation was observed in the social intervention category and an incipient recognition of social education as a scientific discipline in Latin America.
Conclusions: The convergence between social education and social work in Latin America presents challenges and opportunities to strengthen professional identity, promoting social justice and the development of communities in diverse and fragmented contexts.

How to Cite

1.
Anabalón Anabalón Y, Vega Román E, Ascencio Cortés MS, Roco-Videla A. Social work and social education as professional identity. Scoping Review of scientific production in Latin America between 2017 and 2022. Salud, Ciencia y Tecnología [Internet]. 2024 Jun. 30 [cited 2024 Jul. 15];4:979. Available from: https://revista.saludcyt.ar/ojs/index.php/sct/article/view/979

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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