unrest and conflict in educational relations 
educational relations and institutional circumstances of certain social sectors in conflict we have often difficult situations to deal with its effects on (physical, mental, intellectual, moral or social) of individuals and professionals. Educational practices in conflict situations we are confronted with taboo subjects, ideas, habits or patterns of behavior that are socially stigmatized. Conflicts rooted in the habit of people, institutions and communities comprising anthropological, ethnic, historical, political, legal, sociological, linguistic or economic. The simple fact of talking about condoms, prevention of unwanted pregnancies, safe and responsible consumption raises blisters and rejection of certain social sectors and sectarian groups. Address the issue of drug use is a sensitive issue, move passions and interests and creates discomfort, similar to conflicts such as euthanasia or abortion. The ethical and social conflict will be a constant in the performance of educational functions in the field of drugs and many others. Social maladjustment, "school failure, poverty, truancy," maltreatment ", abandonment of minors, the" social risks ", crime, their physical, psychological or sensory, immigration, drug abuse or violations of laws and social norms are examples of the practical purpose of social education specialist and continuing source of unrest and conflict. Educators are active in civic institutions such as schools, day care centers, classrooms, workshops, social services, cultural centers, prisons, drug centers, centers for disabled, elderly centers, juvenile facilities, specialized services, to name a few . The exercise of the profession of education requires special attention to situations, events or circumstances in a relationship education are a source of discomfort and conflicts for individuals and professionals.
Reflecting on our educational practice in care for drug users are exposed, then a series of ideas and events that are likely to generate conflict and distress for both individuals and professionals:
1. legal framework. In the "conflict" drugs the Rule of Law determines the type of relationships established with institutions and professional subjects. The condition of legality or illegality condition models, objectives, means and quality of educational relations. Ultimately the laws governing the professional and institutional practices, recognition and their limits.
2. No school based management. If there is an educational project to substantiate and justify the occupation (roles, responsibilities, activities, etc.) Activity that lack of professional rigor, epistemological and pedagogical.
3. Lack of educational contract where the parties share liability in the educational process in democratic conditions.
4. No more specifically educational. It is common for educators to develop their work in non-educational institutions and spaces (health, therapeutic, criminal, welfare). The effects of educational work can not be decontextualized from physical space where it grows. It gives us priority for the future of social education increasingly assume greater independence in the sense of producing independent institutions and spaces of non-educational professional discourse.
5. Spaces The "hidden", "half hidden" or "cheesy."
6. free areas (human, technical and financial) adequate.
7. "Exclusion" forced the subject of a standardized social movement as a means or end. The institutions that isolate the subject of a standardized social movement are a constant source of discomfort. For historical tradition lepers, lunatics, poor, dissenters, drug addicts and other groups have been marked, persecuted, paragraphs, socially excluded and rejected.
8. the value, objectives and resources. The lack of resources to bring the objectives will be achieved. When the educational activity sets its objectives in terms of what economically possible, instead, to do everything possible to influence the educational needs, we are faced with a tragic perversion.
9. The use of a language unsuitable for subjects. Use language that is meaningful and understandable to the subjects. The language has to make sense and meaning to the subject.
10. Using slang. There is a broad trend that advocates the use of slang own consumers to approach them and to act educationally. The slang use of consumers tend to retain significant connotations (personal) and positive consumption. The use of jargon by professionals does not provide normalization or compression of the conflict.
11. When in the course of the teaching profession ethical authority takes precedence over epistemological authority generates a rejection of authority, in general, the professional.
12. The institutional and professional confusion about the roles and responsibilities of social education. The confusion between education and therapy, between illness and personal responsibility, including custody and personal autonomy or between the transmission of cultural heritage and punishment.
13. The demand for social and health institutions for educators to exercise functions relating to the medication of the subjects in the analytical control, care and / or accompaniment of the sick, entertainment cheap, containment, repression, coercion or moralizing.
14. The obligation to assist the socio-educational activities and the penalties or punishment that may arise therefrom. After a certain age (16 years) education is only possible from personal responsibility of individuals, not from coercion.
15. Ethical morality imposed their beliefs "for the sake of others." Morality, like health or education are inalienable rights but should not be punishment or penalties. Deontological morality since the power is exercised, not from knowing, and tries to cover all aspects of life of subjects.
16. The low social and institutional recognition of social education. The place where laws and institutions allows professionals to put or not the education system. If institutions do not give social value to education (and educators) is not possible that subjects can.
17. The limited success of socio-educational activities in social and health institutions. There is a conflict between the epistemological and professional education and medicine, from conception of the subject, object, the conflict itself to the methodology or purpose.
18. Perform activities with people very medicalized (psychiatric) or under the influence of illegal drugs.
19. The bureaucratic treatment, superficial, euphemistic, mechanical, clinical, paternalistic or taboo topics such as drug use, HIV / AIDS, pain (physical, mental, moral, social) deprivation of liberty, incapacitation, guardianship or death. The death is often taboo connotations, values \u200b\u200band mythologies personal and social. Death always comes, therefore, we need a pedagogy of death, a broad cultural knowledge of the questions, answers, doubts and contradictions that cultures and societies have left us over death. There are educational, such as drugs or HIV / AIDS, where education is needed sensitive about death, sickness or pain.
20. The use of categories frequently used by professionals and which carries a stigma social: terminal, chronic, drug addict, addict, drug addict, weak, infectious, paranoid, etc..
21. value judgments and prejudices about the subject professional. Stereotypical generalizations "will die well", "will never change," everyone is equal, "the toxis are like," is a chronic case, "the dregs of society", "social parasites."
22. The violation of rights or freedoms guaranteed by practices and discourses qualified professionals. Treat the subject as incapable and irresponsible. Adult citizens can not be disabled or supervised by professionals. Paternalism to the use of institutions is a source of conflict for work.
23. Another source of conflict is the boycotts and rejection that people with HIV or people undergoing detoxification have to suffer by sharing space, community facilities, workplaces, bars, etc.
24. practices affecting the exclusion, marginalization and de-socialization of individuals. Professional discourse (or not) sectarian and fundamentalist.
25. fears and phobias that some practitioners feel toward drug users or HIV positive.
26. not respect the choices that people make regarding their adult life (sharing or not.)
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