Theoretical foundations of work with nontransparent in the Soviet state after the October revolution of 1917

The article analyzes the changes in the theoretical bases of work with homeless minors after the Russian revolution in October 1917. Specificity of religious and atheistic education of homeless teenagers is singled out. From the point of view of Soviet ideology, religion limited the possibilities for minors to receive a materialistic perception of the world. The alternative to the pre-revolutionary religious education of homeless minors Soviet pedagogy opposed the doctrine of the labor school. It formed the skills that ensured the subsequent socialization in a society of adolescents who fell into a difficult life situation. The basis of the innovative approach to the pedagogical process after the October Revolution of 1917 in Russia was the thesis of L.S. Vygotsky on the interdependence of the psychophysiological characteristics of minors and the possibility of forming in them social and communicative qualities in the conditions of collective activity. Thanks to this approach, opportunities were opened for the creation of a labor school. Popularization of new pedagogical concepts in working with street teens was conducted through the speeches of the leaders of the Soviet state to the public. The formed tradition solved practical problems. One of the leitmotifs of organizing work with unaccompanied teenagers after the October Revolution of 1917 was the opposition of the Soviet model of pedagogical theory and bourgeois practice. At the end of the article, based on the analysis, the following conclusions are drawn. The Russian social conflict in October 1917 facilitated the beginning of the implementation of new theoretical concepts in working with street children. From pre-revolutionary practice, they were distinguished by the lack of a class approach, a priority in the formation of a materialistic outlook and the principles of collectivism for children deprived of family upbringing. Innovative pedagogical theories were built on the principles of a labor school, the dominant development of which was the use of psychophysio-logical characteristics of homeless teenagers in conditions of collective activity.