IV Congresso Internacional de Pedagogia Social
DIEZEMANN, Eckart. Educational theory and disadvantaged youth - Criticizing social pedagogy in vocational education. In Proceedings of the 4th. Congresso Internacional de Pedagogia Social IV Congresso Internacional de Pedagogia Social, 2012, São Paulo (SP, Brazil) [online]. 2012 [cited 29 March 2017]. Available from: <http://www.proceedings.scielo.br/scielo.php?script=sci_arttext&pid=MSC0000000092012000100020&lng=en&nrm=iso> .
Discourses on the problem of disadvantaged youth and pedagogical concepts concerning this matter manifest antinomies between formal codes and their material implementations, which are based on paradigmatic home positions. Pedagogical concepts addressing the problem of disadvantaged youth on the one hand follow the ethical-democratic posit of civil society and intend participation based on the codes within the books of social law in Germany. On the other hand annually a significant part of school-leavers do not succeed in starting vocational training or gathering a job, which halts participation for this group. Obviously there is a lack of adequate social institutions to implement the participation warranted by law. In this context sciences have to deliver a theoretical frame of reference to generate, carry out and evaluate (pedagogical) concepts of intervention. The field of disadvantaged youth is currently occupied by different educational sciences - in particular social pedagogy, vocational education, special needs education, rehabilitation pedagogy and inclusive education. This article aims to reflect upon the contribution of social pedagogy with respect to a network of possible causes for the dysfunctionality of intervention in the field of disadvantaged youth.
Keywords : Disadvantaged youth; social pedagogy in vocational training; participation.