Summary

The study we present focuses on the results derived from phenomenological research on socioeducational relationships in contexts of social exclusion. The aim is to understand how young adults who are experiencing social exclusion experience these relationships. The research was carried out at the Can Calopa residential center in Barcelona, an environment that promotes professional support, community life and enculturation processes as key elements of socio-educational intervention.

The study addresses the experiences of young people between the ages of 18 and 42 whose life trajectories are marked by institutionalization, the breakdown of family ties and the absence of stable emotional networks. Moral education strategies-based on value clarification, guided autobiography and critical understanding -were used to facilitate reflective narratives through which participants expressed the meanings they attribute to their relationship with educators. A qualitative interpretive design based on phenomenological-hermeneutic methodology was employed. This approach was selected to access the subjective and emotional dimensions of the experience and explore how young adults construct meaning around accompaniment, identity and self-care. Data were collected through written narratives, group dialogues and non-participant observation, allowing for an in-depth analysis of relational and experiential processes.

The results indicate that the socio-educational relationship is perceived as a transformative socioeducational experience. Educators are described as significant figures who provide emotional support, recognition and cultural mediation. This relationship supports the development of social and personal skills that go beyond functional learning, fostering identity reconstruction, emotional regulation and orientation towards life projects. The conclusion suggests that to improve the social situation associated with exclusion, it is necessary to reinforce relational, stable and ethically based accompaniment practices. From a socio-educational perspective, recognizing the socio-educational relationship as a space for recognition and central transformation is essential to promoting inclusion, subjective well-being and meaningful participation in the community.

Keywords:Social education; Educational relationship; Social exclusion; Young people at risk; Social skill

Abbreviations: ASEDES: Asociación Española de Educación Social (Spanish Association of Social Education); PSAPLL: Programa de Suport a la Pròpia llar-in Catalan-(Support Program for Independent Living)