Social Intervention in Early Education: Initial Strategies for Dealing with Education in Situations of Extreme Poverty as a Function of the Family-school Relationship: The Case of Chile

Social Intervention Programs have recently been more systematically introduced in Chilean schools that are characterized by conditions of social vulnerability. There have been changes made in education policy that favor those initiatives; nevertheless, there are also recognizable contributions from the third sector to that area of education. This document relates two experiences in particular: the implementations of social worker/psychologist teams by the Municipal Corporation for Education of Peñalolen, and the Child Labor Eradication Program, “Proniño”, at the Children's’ Defense Council, CODENI and the Fundación Telefónica. The article concludes with the identification of tensions and challenges in this area.