Social Education and Social Pedagogy are supported by solid values linked to the human dignity and the social justice. The socio-educational action is governed by three mainstays: knowledge, skills and values. The values are included through a professional and collective moral and the educator professional ethics. Nevertheless, social pedagogy and social education currently have developed more strongly the cognitive and skill-based dimension than the ethical one, that governs them.
A previous study allowed us to confirm that several authors and professionals in the Social Education and Social Pedagogy field realize this fact and manifest the necessity of developing the ethical dimension of socio-educational practice. One of the main problems of the development of such dimension is the difficulty to connect theory and practice. This fact becomes relevant when we account that ethics has been addressed through a philosophic and theoretical approach that is difficult to link on the methodological and practical corpus. Thus, we propose the analysis of the presence of the ethical dimension through socio-educational relationship, since it is the basic intervention tool of Social Pedagogy and Social Education.
For that purpose, we have designed a two-phase research: the first stage consists of a bibliographic review where we pretend to build a theoretical framework from theories developed by Amartya Sen, Martha Nussbaum, John Dewey, Zigmunt Bauman and Judith Butler, that have worked ethics and are applicable to the socio-educational relationship. The second stage analyzes from a multiple case study of socio-educational relationships of several scopes of intervention, how ethical dimension is developed in these contexts. The final aim is establishing an ethical dimension that can be incorporated in the methodological and practical corpus of the socio-educational relationship.