ABSTRACT
within the framework of the project "Social Education and COVID-19 in Ibe-ro-America: socio-labor exclusion after the pandemic and good practices for inclusion", this article focuses on intervention practices for labor market insertion from an intercultural perspective. Specifically, it is proposed to assess the interest of identity categories for the mapping of socio-labor intervention and, subsequently, to identify elements that allow the construction of good inclusive practices from the positive recognition of diversity. We have worked with a mixed methodological approach through a questionnaire and an interview, 119 and 17 people respectively, combining the quantitative and qualitative approaches in the anal-ysis. The results reveal the limited usefulness of the proposed categories to describe the target population, except in the case of women, young people and people living in poverty. On the other hand, although the intercultural approach is not explicitly present in the gener-al map of services and centers for socio-labor intervention, there are some very interesting practices that justify the importance of personal and community elements in the intervention processes: self-knowledge, appropriation, work for social justice, cooperation and network building. We propose the necessary continuity of this line of intervention and research