Abstract

The present text analyses eight of the papers presented at the 30th Congress of the Latin American Association of Sociology (ALAS) in Costa Rica, in 2015. The ALAS papers, which consider the teaching–learning process in research training, provide the basis for a discussion of how Latin America educators address research training and advise their students. The text concludes that, in spite of their contextual and institutional differences, many educators share the same problems in training student researchers. Some of the main difficulties are related to developing the teaching–learning process in the social sciences and humanities. Others are related to the educators’ own experience in research and their research and teaching style. The students’ learning style is also important, as are both educators’ and students’ beliefs about research training. Finally, the text considers the presence of a research culture.