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(3) The pedagogical legacy of the twentieth century to the twenty-first century school

Bernstein's work covers a period from 1958 to present . In more than 40 years, their design and theory have been substantially reformed.
Pedagogic discourse can not be identified with any specific speeches, but that is the basis for the generation of textbooks and educational practices recontextualized. To achieve this generation, the pedagogic discourse has two constituent orders: the instructional discourse and regulative discourse . The first regulates the transfer of skills and specialized skills and the second governs how you build an order, respect and social identity.
The educational discurdo institutionalizes the principles and rules that structure, integrate and specialize the time, space and discourse in the context of reproduction. The notion of pedagogical discourse means the concept of pedagogical practice. Pedagogical practice is concerned with strategies and procedures governing the interaction of the subjects in school.
pedagogical practice also has instructional and regulatory components:

• instructional practices presuppose the existence of specialized categories of trasnmisores and acquirers, with specific relationships between them determined by hierarchical rules and the rules of discourse. Depending on the variations between these rules and relationships between transmitters and acquirers will produce different types of instructional practice:

1. direct instructional practices (pedagogy or visible), in which the educator centralized in his hands the educational process and students must follow the guidelines that they are marked.


2. indirect instructional practices (pedagogy or invisible), in which the educational process continues on a path of mutual agreements between teachers and learners.

Developing these concepts a bit more direct instruction is characterized as teacher-centered with little choice of activity by the student and use of homogeneous and stable group instruction. In contrast, the indirect instruction, or invisible pedagogy is a kind of teaching that there is flexibility of space, choice of activity by the students, various teaching materials, integration of curricular areas and more individualized instruction.

Rodríguez Illera, José Luis & Escofet Roig, Anna. The Educational Legacy of the century to the XXI century school. Basil Bernstein and the Sociology of Education (2001). pp. 297-312. Rescued June 8, 2010 in http://books.google.com.mx/books?id=31urauk4NSgC&printsec=frontcover&dq=el+legado+pedagogico+del+siglo+XX+para+la+escuela+ of + + + XXI century & ei = 7NoRTOXIC5LKkATMw42jCQ & cd = 1 # v = onepage & q =% 20bernstein basil & f = false