The curriculum in its structural and interactional dimensions: Basil Bernstein’s perspective
Journal Title: Práxis Educativa - Year 2019, Vol 14, Issue 2
Abstract
The article is both theoretical and empirical and makes a sociological reflection of the curriculum organization and development. Basil Bernstein’s model of pedagogic discourse (1990, 2000) and his theorization on forms and structures of knowledge (1999) constitute the central theoretical reference. From a theoretical perspective, and on the basis of the pedagogic discourse, the article describes the relationships between the curriculum and other pedagogic texts and contexts and refers the processes of transformation (recontextualizations) that may occur when the curriculum moves to other levels of the educational system, also pointing out reasons that may originate those transformations. On the basis of the theorization of knowledge structures, the relationship between production and reproduction of knowledge is discussed so that a reflection can be made on the relation that should exist between those structures and the several disciplines of the curriculum. Highlights of the curriculum are inserted in the article in order to concretize, through explicitness and/or exemplification, the various aspects that withstand the theorization. From an empirical point of view, the article provides some of the procedures that have been followed in curricula analyses made by the ESSA Group (Sociological Studies of the Classroom), at various schooling levels and focused on science education. Some examples of results obtained are given. Finally the article makes some reflections on the contribution of Bernstein’s theory for curriculum analysis, with a particular emphasis on questions of educational policy, related to the sociological meaning of curriculum (de)centralization and flexibility in the context of a centralized curriculum.
Authors and Affiliations
Ana M. Morais, Isabel Pestana Neves, Sílvia Ferreira
Keywords
Related Articles
- EP ID EP581373
- DOI 10.5212/PraxEduc.v.14n2.001
- Views 151
- Downloads 0
Latin american identity and neoliberal ideology
This work summarizes the results of an investigation about the possibility of 2240 young Brazilians presenting a sense of belonging related to the Latin America, based on six questions chosen from the project Youth and H...
Review: MARTÍNEZ LIROLA, María. La importancia del análisis crítico del discurso y la gramática visual para analizar textos - Propuesta de actividades enmarcadas en la educación para el desarrollo, la educación con perspectiva de género y la educación para la paz. España: Editorial Comares, 2017. 118 p.
Does not have.
Youth participation in the Brazilian High School: an ongoing field studies
This paper deals with the results of a critical review of Brazilian Postgraduate production about the participation of young students in High School. Thirty nine thesis and dissertations produced between 2005 and 2017 in...
Youth Horizons of struggle for transport: the Zero Fee Movement in Belo Horizonte
This paper aims to present the results of a research on the context of the emergence of the Zero Fee Movement in the city of Belo Horizonte, Minas Gerais, Brazil, and the meanings conferred by young participants to the p...
Imitation-creation in the education process for teaching professional development
This paper deals with a research carried out with Higher Education professors with the aim of systematizing formative processes that favor the teaching professional development, taking the historicalcultural theory as th...