This article describes Cecilia Braslavsky's role in the development of theoretical frameworks based on empirical research that, in the stage of restoration of democracy in Latin America, made it possible to advance in the construction of a Latin American socioeducational paradigm. This article discusses some propositions that may systematize the perspectives set out in Braslavsky's research: (1) It is not possible to propose a universal, predetermined social function for education in its relationship with society; (2) The outcome of the educational process responds to the actions of the set of actors involved and not merely to the will of the State; (3) The educational process should be conceived as a phenomenon in which different dimensions interact: one social and one individual; (4) Fulfilling the "homogenizing" role of education requires encouragement from heterogeneous educational processes; and (5) Education is a necessary but not sufficient factor for guaranteeing the objective of combining economic growth with social justice. (Contains 4 notes.)