Isabel Pestana Neves
Datos Biográficos
| ID | 1433872 |
|---|---|
| NOMBRE | Isabel Pestana Neves |
| NOMBRES | Isabel Pestana |
| APELLIDO | Neves |
| FIRMA | NEVES I P |
| AFILIACIONES | University of Lisbon |
| ORCID | 0000-0001-9464-9190 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 18 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1992 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 3 |
Investigação em educação científica
Neste artigo, em que se pretende homenagear Basil Bernstein, no ano em que se comemora o centenário do seu nascimento, é feita uma particular referência à relação académica e pessoal que manteve com o Grupo ESSA (Estudos Sociológicos da Sala de Aula), da Universidade de Lisboa. Atendendo à área fundamental de investigação deste grupo - Investigação em educação científica - é também referida a forma como a teoria de Bernstein, nomeadamente a teori…
Articulando a Educação Científica com a Sociologia de Educação
Este artigo tem como objetivo prestar um tributo a Ana Maria Morais, coordenadora do Grupo ESSA (Estudos Sociológicos da Sala de Aula) que integrou a Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF) do Instituto de Educação da Universidade de Lisboa. Nesta homenagem pretende-se destacar o seu legado académico, de grande mérito profissional e de enorme rigor intelectual, com uma vasta obra nos campos do ensino das ciências …
O currículo nas suas dimensões estrutural e interacional
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…
The Nature of Science in Secondary School Geology
The quest for high-level knowledge in schools
This article centres on the problem of raising the level of school knowledge, particularly science knowledge, for all. The article describes studies in science education developed in Portugal by Morais and Neves and collaborators. These studies are mainly based on Bernstein’s model of pedagogic discourse (PD), and on his theorisation on knowledge structures. The concepts of classification (power) and framing (control) are revisited to highlight t…
A natureza da ciência na educação em ciência
The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom) centred on the inclusion of the nature of science (metascience) on science education. The results, based on analyses of various educational texts and contexts – curricula/syllabuses, textbooks and pedagogic practices – and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization…
Materiais curriculares, práticas e aprendizagens
This study analyzes the extent to which primary school teachers are\nable to develop pedagogical practices with similar principles to those shown by the\ninvestigation as favorable to students ́ learning, when such principles are present in\ncurriculum material used by them. It also analyzes the infl uence of such practices in\nscience learning of socially differentiated students. The study is based on psychological\nand sociological perspectives…
Science curricula design
The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle schools contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse. The ideological principles underlie broad educational aims and the pedagogical principl…
Teacher training processes and teachers’ competence—a sociological study in the primary school
Pedagogic practices in the family socializing context and children's school achievement
This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific…
Knowledges and Values in Science Syllabuses
The study analyses the Natural Science syllabuses of the 5th/6th and 7th years of schooling (ages 10 - to 13 + ) to investigate the extent to which the present Portuguese reform (1991) for the elementary school introduces fundamental changes in the discourses and competences it values. The analysis used the conceptual framework of Bernstein's model of pedagogic discourse. The results show changes in the present reform that suggest, in general, an…
Recognition and Realisation Rules in Acquiring School Science ‐‐ the contribution of pedagogy and social background of students
This study investigates the difficulties students encounter in problem solving in the area of sciences. Contrary to usual approaches of a fundamental psychological basis, the research takes into account the sociological processes of learning and transmission in both the family and the school. The aim of the study is to see the extent to which the students have recognition and realisation rules in the micro‐context of problem solving (specific cod…
Recognition and Realisation Rules in Acquiring School Science ‐‐ the contribution of pedagogy and social background of students
This study investigates the difficulties students encounter in problem solving in the area of sciences. Contrary to usual approaches of a fundamental psychological basis, the research takes into account the sociological processes of learning and transmission in both the family and the school. The aim of the study is to see the extent to which the students have recognition and realisation rules in the micro‐context of problem solving (specific cod…
The quest for high-level knowledge in schools
This article centres on the problem of raising the level of school knowledge, particularly science knowledge, for all. The article describes studies in science education developed in Portugal by Morais and Neves and collaborators. These studies are mainly based on Bernstein’s model of pedagogic discourse (PD), and on his theorisation on knowledge structures. The concepts of classification (power) and framing (control) are revisited to highlight t…
Pedagogic practices in the family socializing context and children's school achievement
This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific…
Teacher training processes and teachers’ competence—a sociological study in the primary school
O currículo nas suas dimensões estrutural e interacional
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…
Knowledges and Values in Science Syllabuses
The study analyses the Natural Science syllabuses of the 5th/6th and 7th years of schooling (ages 10 - to 13 + ) to investigate the extent to which the present Portuguese reform (1991) for the elementary school introduces fundamental changes in the discourses and competences it values. The analysis used the conceptual framework of Bernstein's model of pedagogic discourse. The results show changes in the present reform that suggest, in general, an…
Recognition and Realisation Rules in Acquiring School Science ‐‐ the contribution of pedagogy and social background of students
This study investigates the difficulties students encounter in problem solving in the area of sciences. Contrary to usual approaches of a fundamental psychological basis, the research takes into account the sociological processes of learning and transmission in both the family and the school. The aim of the study is to see the extent to which the students have recognition and realisation rules in the micro‐context of problem solving (specific cod…
Knowledges and Values in Science Syllabuses
The study analyses the Natural Science syllabuses of the 5th/6th and 7th years of schooling (ages 10 - to 13 + ) to investigate the extent to which the present Portuguese reform (1991) for the elementary school introduces fundamental changes in the discourses and competences it values. The analysis used the conceptual framework of Bernstein's model of pedagogic discourse. The results show changes in the present reform that suggest, in general, an…
Teacher training processes and teachers’ competence—a sociological study in the primary school
Pedagogic practices in the family socializing context and children's school achievement
This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific…
Science curricula design
The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle schools contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse. The ideological principles underlie broad educational aims and the pedagogical principl…
Materiais curriculares, práticas e aprendizagens
This study analyzes the extent to which primary school teachers are\nable to develop pedagogical practices with similar principles to those shown by the\ninvestigation as favorable to students ́ learning, when such principles are present in\ncurriculum material used by them. It also analyzes the infl uence of such practices in\nscience learning of socially differentiated students. The study is based on psychological\nand sociological perspectives…
The Nature of Science in Secondary School Geology
The quest for high-level knowledge in schools
This article centres on the problem of raising the level of school knowledge, particularly science knowledge, for all. The article describes studies in science education developed in Portugal by Morais and Neves and collaborators. These studies are mainly based on Bernstein’s model of pedagogic discourse (PD), and on his theorisation on knowledge structures. The concepts of classification (power) and framing (control) are revisited to highlight t…
A natureza da ciência na educação em ciência
The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom) centred on the inclusion of the nature of science (metascience) on science education. The results, based on analyses of various educational texts and contexts – curricula/syllabuses, textbooks and pedagogic practices – and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization…
O currículo nas suas dimensões estrutural e interacional
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…
Articulando a Educação Científica com a Sociologia de Educação
Este artigo tem como objetivo prestar um tributo a Ana Maria Morais, coordenadora do Grupo ESSA (Estudos Sociológicos da Sala de Aula) que integrou a Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF) do Instituto de Educação da Universidade de Lisboa. Nesta homenagem pretende-se destacar o seu legado académico, de grande mérito profissional e de enorme rigor intelectual, com uma vasta obra nos campos do ensino das ciências …
Investigação em educação científica
Neste artigo, em que se pretende homenagear Basil Bernstein, no ano em que se comemora o centenário do seu nascimento, é feita uma particular referência à relação académica e pessoal que manteve com o Grupo ESSA (Estudos Sociológicos da Sala de Aula), da Universidade de Lisboa. Atendendo à área fundamental de investigação deste grupo - Investigação em educação científica - é também referida a forma como a teoria de Bernstein, nomeadamente a teori…
Educational Theory and Curriculum Studies (11 obras) · Sociology (10 obras) · Educator Training and Historical Pedagogy (9 obras) · Pedagogy (9 obras) · Psychology (9 obras) · Mathematics education (8 obras) · Epistemology (7 obras) · Global Educational Policies and Reforms (7 obras) · Political science (6 obras) · Social science (6 obras)