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The paper presents and discusses the processes and the results of a Systematic Review of the scientific literature conducted with the aim to become aware of how the antisocial behaviour (AB) of adolescents are understood (repertoire of categories) and educationally managed (repertoire of practices). The results show how the phenomenon is understood mainly through an explanatory and experimental epistemological and methodological approach. Such approach aims at identifying several risks and protection factors that determine/influence AB as well as at defining indications on the practices to be implemented for the design of adequate prevention programmes. Based on these results, the paper proposes some critical reflections on a deterministic conception of AB.

L’article envisage un possible dialogue entre le paradigme de la transaction sociale (TS) et la pédagogie, à partir d’une analyse du rôle de l’incertain dans le processus de formation. En montrant l’aporie entre conformation et transformation, l’incertain fait l’objet de deux stratégies de résolution mises en œuvre dans les théories et les pratiques éducatives. La TS vise à reconnaître et à accueillir la complexité de l’incertain, en le prenant à la fois comme limite et condition du processus de devenir humain. La TS développe cette visée en traçant une posture épistémologique qui maintient ouverte la dialectique aporétique à la base de la pédagogie. Au niveau théorique, cette posture permet de repenser l’agir formatif comme une séquence d’ajustements successifs et réciproques ; au niveau pratique, elle conçoit l’intervention éducative comme un processus de réflexion et de médiation pour le développement du bien individuel et commun., Recognizing the uncertainty for the development of Common Good. Social transaction as a pedagogical paradigmThe paper aims at building a possible dialogue between the paradigm of social transaction (ST) and pedagogy, through an analysis of the role that the concept of uncertain has in human becoming process. Showing the aporia between conformation and transformation, the concept of uncertain has been the object of the two different strategies of resolution performed by educational theories and practices. At the opposite, the ST aims to recognize and accept the complexity of uncertainty, considering uncertainty at the same time as a limit and a condition of formation. Aim that become possible in relation to the proposition of an epistemology able to think and include the aporetic dialectic at the base of pedagogy. So, the epistemology of the ST permits to reconfigure: at the theoretical level, educational action as a sequence of successive and reciprocal adjustments; at the practical level, educational intervention as a process of reflection and mediation for the development of individual and common well-being.