Abstract
ABSTRACT Promoting social justice, fighting against social inequalities, and minimizing the risks and dangers faced by society’s most vulnerable groups are the aims of socio-educational intervention actions promoted by Social Educators in community projects. Using a qualitative and interpretative case study research methodology, this study sought to understand, from the perspective of Social Educators (n = 13) who graduated from a university in the north of Portugal between 2018 and 2022, how and if the experience of working in a community project during initial and in-service training enriches and/or alters their work. The results showed that the participation of Social Educators in community projects deconstructs an excessively individualistic view of intervention, with Social Educators highlighting the social and educational conditions that shape the target audiences in an action that is required to be holistic and legitimized by the members of the communities in which they operate.
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