Convocatoria: número 37, noviembre 2026-febrero 2027

Over the past four decades, in step with the process of capitalist restructuring, profound changes have taken place in the world of work, giving rise to new social relations within which a multiplicity of forms of labor and worker subjectivities can be observed. Among the main transformations, we note a deterioration and segmentation of labor markets, ruptures in the link between education and employment, and the incorporation of new technologies. Likewise, in our Latin American region, these processes coexist with social formations linked to community, domestic, and family labor; slave, debt-bonded, and convict labor; and various concealed forms of wage labor (Van der Linden, 2014).

Within this framework, inquiry into training experiences in and for work, as well as into the impact of heterogeneous policies of socio-labor inclusion implemented across different contexts in Latin America, becomes indispensable. Departing from a broad conception of education—one that includes but also goes beyond the strictly school-based—we invite submissions to this dossier presenting work derived from completed or ongoing research, as well as critical theoretical discussions, on the policies and training experiences constructed in and for the world of work. In particular, though not exclusively, we are interested in studies that address the heterogeneous and unequal ways in which training experiences in and for work take shape, attending to the social processes and everyday cultural practices enacted by different subjects, as well as analyses of the initiatives, actions, practices, and effects of policies developed around this theme at different scales—local, national, and regional. We welcome accounts of training experiences developed in diverse settings (educational and/or labor-related, formal and informal, with varying degrees of institutionalization), through which participating subjects—young people, women, Indigenous peoples, racialized subjects, among others—actively appropriate knowledge, resources, meanings, and practices, as well as systems of use and expectation, always under specific historical and contextual conditions.