Youth, dispositional heritage and situated learning: proposition of a theoretical model for research

Abstract This theoretical essay links the discussion between popular media, dispositional heritage, and situated learning, proposing a theoretical model for future research. It is suggested that the dispositional heritage of young people from popular backgrounds (inclinations, behaviors, and social practices) is forged from individual and contextual trajectories and implies the process of situated learning and socialization. The proposal contributes to understanding youth from a sociological perspective and social practices, unlike research conducted within the administration mainstream, which tends to focus on professional training and the insertion of young people into the job market based on organizational behavior. After connecting the concepts, a theoretical model is suggested that can guide empirical studies. Finally, some possibilities for conducting this research are presented.