The socio-educative measure (SEM) is about the perspective of accountability for teenagers and young adults for whom the authorship of an infraction is attributed in Brazil since the decade of 1990. In what concerns the term socio-education, it is noticed that this when used in the context of the SEM, needs conceptualizations that enables constructing and executing a socio-educative action based in consistent theoretical assumptions. The discussion shown in this article has as an objective characterizing the theoretical conceptions and the epistemological bases about socio-education in the context of the SEM from the literature about the theme. From the analysis of the texts it can be said that in the field of the SEM, the socio-education characterizes itself as theoretical category under construction, constituted by different theoretical-epistemological conceptions, with emphasis on social education, restorative justice, and public policy, which dispute knowledge related to the youth to whom the authorship of acts of infraction is attributed.
Socio-education; Theoretical Conceptions; Socio-educative Measures; Youth