Educating involves accompanying, observing attentively, listening respectfully, and understanding that all formative experiences are relational and occur within a context. This book stems from this conviction and brings together contributions that engage with the current challenges of training, intervention, and professional work with individuals and communities. Its chapters offer a situated, sensitive, and rigorous reading of accompaniment practices, integrating academic knowledge, local experiences, interdisciplinary reflections, and challenges for training in the 21st century. The work invites us to consider relationships, trajectories, and care processes as central dimensions for building more relevant, ethical, and transformative responses in educational, social, and community spaces.

This book is included in DOAB.