Objective:

The article that is presented provides as a scientific result the description of the conceptual structure of community intervention competence from the emancipatory paradigm of self-development for its training in the university context.

Method:

The theoretical level methods used were the historical-logical, analytical-synthetic, inductive-deductive, systemic-structural-functional and the empirical level, the analysis of documents.

Results:

From the theoretical systematization carried out, it was possible to reveal the particularities of the competence under analysis that point towards its identification. The contextual problems to which it gives a solution, the procedural axes that derive from it, the performance criteria and the required evidence were determined. In addition, levels and patterns of achievement are proposed that facilitate their formation and evaluation for each of their process axes, constituting a valuable instrument for methodological work.

Conclusion:

The research constitutes a necessary theoretical background to support a pedagogical model conducive to the formation of community intervention competence as an expression of the social relevance of the university and the quality of professional performance in this field.

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