Today, the Congress in Celanova concludes. Due to the characteristics of the hall in the monastery, it will not be broadcasted via streaming. Thanks to those who accompanied us from a distance these past two days in Ourense. Remember that we will publish the proceedings of the Congress, including the presentations and communications.

The Royal Academy of the Spanish Language (RAE), attributes to the word mantra the meaning of "sacred syllables, words or phrases, generally in Sanskrit, that are recited during worship to invoke divinity or as support for meditation, taken of Hinduism and Buddhism”. More extensively, other dictionaries relate the term to the "liberation of the mind, of thought, elimination of ramblings based on a certain state of tranquillity produced by the use of 'repeated rhythmic strings' (...)".

At a time when science strives to issue reports derived from the objective analysis of reality based on the interpretation of data and events extracted from it, with the idea of providing foundations for political, technical, administrative decisions… In parallel, social constructions and people's imagination develop a contrary scenario of values and beliefs that contrast with the constant repetition on training, guidance, and employment, with non-formal and informal taking on greater meaning.

Uncertainty is consolidated and impregnates everything that happens in people's lives, coming along with unadaptive and disturbing impacts. There, psychological and social vulnerabilities stand out, also there are emerging signs of a certain disaffection for the study and work, in favour of leisure and entertainment, as a goal of individual and collective aspirations. It is worth wondering what happened to those expectations about «lifelong training», about the «integration of training systems», about «guidance as a mediator in transitions», about the «relationship between education and training" and "educational and labour inclusion of diversity", among other issues that were dealt with in the 22 editions held of this congress. Our congress keeps addressing concerns coming from different and co-responsible agents, that are involved in the axes of training, guidance and employment; not only as decision-makers, researchers, ideologues, or managers, but also as professionals in employment, training and guidance and, sometimes also, from recipients of the different policies and scientific-technical advances.

Yes, we aspire to meet the challenge of making human rights a reality, taking as reference Sustainable Development Goal 4, “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, p. 28), and Goal 8, “Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all” (SDG, p. 38). These goals are included in the Spanish Agenda 20-30, as people –in what differentiates them– require responses and commitments in training, guidance, and employment, both individually and collectively.

Education and employability (in a broad sense) placed at the core of our concerns how to transfer the intersectional perspective to training, guidance, and employment. Including intersectionality in research, practices, and policies is becoming crucial to achieve more just and sustainable systems facing the challenges of new literacies. This is becoming more important, due to the scenario of disaffection with study in the compulsory schooling and work, while manifestations of inequalities in territories and groups grow, and different capacities are becoming more evident in terms of resources and development opportunities.

Intersectionality, linked as a concept mainly to the discourse and practice of feminism in the 1990s, evokes the categories by which people find themselves in the same context based on unequal favorable or unfavorable realities. These people require answers and commitments from training, orientation and employment, if we aspire to meet the challenge of making human rights a reality. Mobility in the broad sense places, at the core of our concerns, how to transfer the intersectional perspective to training, guidance, and employment, to its research, practices, and policies.

Aware that new illiteracy is emerging as the basis of inequalities in society, the fundamental question for which the program of this congress is proposed is: ARE THERE MANTRAS TO APPLY THE INTERSECTIONAL PERSPECTIVE IN TRAINING, ORIENTATION AND EMPLOYMENT? If they exist, WHICH ONES ARE THEY? WHAT IS THE PROSPECT OF TRAINING AND ORIENTATION IN ITS INTERACTIONS WITH EMPLOYMENT?

Margarita Valcarce Fernández
President Organizing Committee - University of Santiago de Compostela