Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480880
Title: A model of pedagogic discourse : with special application to the Colombian primary level of education
Author: Diaz, Mario
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1984
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Abstract:
We have attempted to present a model of analysis of the distinguishing features of the nature and functions of the process and context of reproduction of educational discourse. The starting point is a double interest, basically defined by (1) the analysis of the means of the constitution of educational discourse and (2) the analysis of the structure and social relations intrinsic to the means of reproduction of educational discourse (Pedagogic Discourse), and its social context. We consider that, in general, the model developed in the thesis attempts directly or indirectly to elaborate: 1. A theory of the process of reproduction of educational discourse, as an essential part of a general theory of reproduction of discourse(s) in a given social formation. 2. A conceptual apparatus fundamental to the description of the macro-micro processes inherent in the production-reproduction of educational discourse. 3. A conceptual apparatus fundamental to the description of the dominant structure, social relations and contradictions of the context of reproduction of educational discourse. In essence, we have assumed that the process of constitution! reproduction of educational discourse entails a set of means (agents, discourse, practices) and contexts (recontextualising-reproducing contexts). The basic category we have studied is Pedagogic Discourse which, in our view, can be considered as the most important means of regulation of the practices of reproduction of educational discourse. In essence, this discourse is not only a recontextualising device of other discourses and practices, it is fundamentally an ideological device which regulates and integrates the rules for the transmission! acquisition of specialised competences and the rules for the transmission/ acquistion of legitimate order, relation and identity. We shall apply this model to an analysis of the development of contemporary Primary Education in Colombia. Finally, we shall discuss the relations between Bernstein and Foucault who have both influenced the development of our model of Pedagogic Discourse and the practices it regulates.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.480880  DOI: Not available
Keywords: Education & training
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