The present codes in the curricular construction of the teacher and the relation with the professional autonomy

Abstract

This article presents the results of an investigation that it has as objective the understanding of the professor’s curricular construction, starting from the discovery of the curricular codes that underlies in the group of actions developed to the interior of its practice considering as he/she is integrated and transmits the knowledge in a diversity of educational contexts.

This investigation of exploratory character assumes a qualitative-interpretive model, through a study of cases and with the use of ethnographic technical, that is, analysis of documents, semi-structured interviews and observation non participant. For the analysis a code process was used in three levels of the speech of the educational ones, textual, declaratory preactive and classroom action. Categories of analysis of specialized character that arise of authors, such as, Bernstein (theory of the curricular codes) were used.

From one hand, the results of the investigation evidence show that the professor’s curricular construction, in two of the cases, is expressed an isolated and strongly deteriorated position of their practice understood as the presence of a code type collection and a reproductive function.

On the other, a third case demonstrates as the educational one he/she makes use of its professional autonomy, being positioned from a reflexive focus that breaks up with this code collection.