1. Bernstein's Theory  

      1.1. Generation, aquisition and

             transformation of the code

      1.2. Model of pedagogic

             discorse

      1.3. Positioning, codes and

             communication

      1.4. Specific power and control

             relations in pedagogic

             contexts

      1.5. Recontextualizing levels in the

             educational system

      1.6. Specific coding orientation and

             relation between texts and

             contexts

 

  2. Research  

      2.1. General research program of the 

             ESSA Group

      2.2. Sociological methodology of

             research

      2.3. Potentialities of Bernstein`s

             theory-Examples

      2.4. Epistemological positioning

             of the ESSA research

      2.5. Relation between research

             and knowledge

      2.6. Relations underlying the 

             construction of the instruments

             of analysis of texts and contexts

      2.7. The epistemic and pedagogic

             dimensions in code modalities

 

  3. Teacher education and  learning

      3.1. Teacher education and

             scientific learning   

      3.2. Specific coding orientation

             and student`s performance

 

  4. Pedagogic practices

      4.1. Modalities of pedagogic practice

      4.2. Relations between characteristics

             of pedagogic practice and

             scientific development

      4.3. Level of conceptual demand

      4.4. Conceptual demand and

             science education

 

  5. Curricula and syllabuses  

      5.1. Sociological principles present

             in the Constitutions/Basis laws

      5.2. Sociological messages in

             syllabuses: Ministry of

             Education-Teachers relations

      5.3. Sociological message in syllabuses

             programas:Relations underlying the

             teaching-learning process

 

 

 

 

 

MODELS OF ANALYSIS 

 

 

1. Bernstein`s Theory

    

1.1.

 Generation, aquisition and transformation of the code COLOR B/W

1.2.

Model of pedagogic discorse

COLOR

B/W

1.3.

Positioning, codes and communication

COLOR

B/W

1.4.

Specific power and control relations in pedagogic contexts

COLOR

B/W

1.5.

Recontextualizing levels in the educational system

COLOR

B/W

1.6.

Specific coding orientation and relation between texts and contexts

COLOR

B/W

 

2. Research

    
2.1.

General research program of the ESSA Group

COLOR

B/W

2.2.

Sociological methodology of research

COLOR

B/W

2.3.

Potentialities of Bernstein`s theory - Examples

COLOR

B/W

2.4.

Epistemological positioning of the ESSA research

COLOR

B/W

2.5.

Relations between research and knowledge

COLOR

B/W

2.6.

Relations underlying the construction of the instruments of analysis of texts and contexts

COLOR

B/W

2.7.

The epistemic and pedagogic dimensions in code modalities

 COLOR B/W

 

3. Teacher education and learning 

   

3.1.

Teacher education and scientific learning

COLOR

B/W

3.2.

Specific coding orientation and student`s performance

COLOR

B/W

 

4. Pedagogic practices

   

4.1.

Modalities of pedagogic practice

COLOR

B/W

4.2.

Relations between characteristics of pedagogic practice and scientific development

COLOR

B/W

4.3.

 Level of conceptual demand COLOR B/W

4.4.

 Conceptual demand and science education COLOR B/W

 

5. Curricula and syllabuses

   

5.1

Sociological principles present in the Constitution/Basis laws

COLOR

B/W

5.2

Sociological messages in syllabuses: Ministry of Education-Teachers relations COLOR B/W

5.3

Sociological messages in syllabuses: Relations underlying the teaching-learning process

 COLOR B/W
     

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Last updated - 19-10-2016

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