Objective:

The article aims at the historical characterization of the process of formation of participatory professional competences for community professional action.

Methods:

The authors rely on theoretical and empirical methods such as analysis of documents, analysis and synthesis, and induction and deduction.

Result:

This study contributes the general trends in the evolution of the process of professional competency-based education in the context of community education.

Conclusion:

The research constitutes a framework for devising a professional competency-based education model in the context of community education favoring social transformation, specifically in the community context, as an expression of the relevance and quality of professional performance.

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