Training in participatory skills for social science graduates, with an emphasis on community intervention

Abstract

The research that is presented, from the use of methods of a theoretical level: historical-logical, analysis and synthesis and inductive-deductive, is oriented to characterize the epistemological foundations of the formation of participatory competencies in social science graduates, with emphasis on community intervention. The results are materialized in the identification of the socio-historical conditions that gave rise to the emergence of the competency-based training approach in Higher Education. It offers a conceptual approach, relevance, challenges, classifications and pedagogical, psychological and didactic support of the training process, with emphasis on the postgraduate level, due to its impact on the resolution of problems in the context from the combination of content and practice. It is proposed to assume the socio-training model to favour the promotion of participative experiences that prepare the professional to manage and strengthen it in the fields of action, through their performance, as a successful way to achieve the self-sustained transformation of reality, which is their social responsibility.