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This article seeks to reflect on the epistemological, theoretical and pedagogical limits between social intervention and educational work, in contrast to projects carried out in school institutions and other social contexts. The challenge consists of defining criteria that allow considering or not, an experience of social intervention as of an educational nature from the perspective of Popular Education. The author made this reflection in the framework of the work carried out in the Good Behavior Network in the municipality of Cali, around the Family life Public Policies for more than ten years.

Claves para diferenciar los procesos de educación popular en el campo de la intervención social