The socio-educational reality of the social educator is complex, diverse and difficult to analyse, describe and interpret, which is why it is necessary, throughout their academic training, to acquire a series of competences that will enable them to develop their subsequent professional activity. For this reason, the learning and application of different research methodologies, which are planned in this subject, will allow the social educator in the future to select the most appropriate one to solve the problems that he/she will encounter in his/her next working environment. Without forgetting that the social educator in his/her field of work will have to investigate in order to find possible solutions to improve the context in which he/she will develop his/her work activity. The diversity of epistemological conceptions applicable to the different social situations will be a source of information for the social researcher, allowing him/her to determine which is the most adequate to solve the problem he/she is facing. It is not intended to establish a priority or an order of importance between the various modes of research, but rather it is the research problem that will determine the choice of one methodology or another, making it the most valid for this type of problem. In addition to solving existing problems in the social context, the development of research aims to be a source of information and training for the professionals in charge of developing their activity in this field of work, allowing them to intervene with more guarantees of quality and, above all, to be able to anticipate the problems and needs of the field.
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.
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