O debate sobre mente, linguagem e cultura na Inglaterra: a teoria de Basil Bernstein na área pós-vygotskyana

Abstract

In recent influencial work in language and social cognition relevant to educational contexts, references to Basil Bernstein's work are notably absent, despite renewed recognition of the significance of his contribution to sociolinguistics and the sociology of education. This paper discusses two factors which have contributed to this omission. One, the organisation of the intellectual field of English education in Britsin, in which Bernstein's early theorising about language took place: and two, the political positioning of Bernstein's research through its association with deficit models of language a acquisition and socialisation.