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espanolExiste un reconocimiento social y profesional sobre la necesidad de que todos los agentes y entidades sociales y educativas que intervienen con la infancia vulnerable en riesgo trabajen en colaboracion para mejorar su proteccion e inclusion. La colaboracion entre los ambitos social y educativo, puede articularse a traves de un trabajo en red –formal e informal- y a nivel macro, meso y micro, de formas muy diferentes en funcion de cada territorio, aunque de cada experiencia es posible inferir pautas para avanzar en otros. El articulo forma parte de una investigacion en progreso realizada en el Pais Vasco dentro del marco de un proyecto coordinado mas amplio sobre redes de innovacion para la inclusion social y educativa. Analiza el proceso de construccion y desarrollo de una red socioeducativa para la infancia vulnerable surgida en un contexto singular. Los resultados ponen de manifiesto la relevancia de esta forma alternativa de accion socioeducativa, asi como las dificultades y retos que plantea. Aunque en la literatura cientifica no queda bien identificada la relacion mutua entre las redes formales e informales, esta contribucion ofrece argumentos fundamentados para la integracion de ambas. Por consiguiente, es necesario integrar la dimension profesional, comunitaria y politica en cualquier proyecto que busque la cohesion social. EnglishThere is a social and professional understanding that the stakeholders and the social and educational entities that work with vulnerable and at-risk children need to collaborate to better ensure that such children are protected and included. Collaboration between social and educational agents can be achieved through both formal and informal networks that work at the macro, meso and the micro levels and in different ways depending on the autonomous community they operate in, and each experience can provide lessons for moving forward in other settings. This article is part of an on-going research project being carried out in the Basque Country, within a broader and coordinated project on social and educational innovation networks for inclusion. It analyses the process of building and developing a social-educational network for vulnera ble children within a specific context. The results point to the value of this alternative form of social-educational action, as well as the difficulties and challenges it poses. Although the interrelationship between formal and informal networks is not clearly established in the literature, our contribution offers solid arguments for integrating them. Any undertaking that seeks social cohesion must integrate professional, community and policy dimensions

Colaboración y redes socioeducativas para la inclusión de la infancia vulnerable