Basil Bernstein, conceptos abiertos y la posibilidad del cambio
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En esta reflexión, argumentamos que la teoría de Bernstein ofrece un recurso excepcionalmente poderoso para analizar sistemas sociales como la educación, que tanto los realistas críticos como Bernstein han descrito de forma similar como "abierta". El trabajo de Bernstein posee dos características significativas que contribuyen a esta potencia: su capacidad para conceptualizar estructuras profundas y principios organizadores de la educación, la enseñanza y el aprendizaje, así como las posibilidades que abre para imaginar y explicar alternativas y el cambio mediante "conceptos abiertos". Por lo tanto, el trabajo de Bernstein es especialmente valioso tanto para analizar la desigualdad educativa como para desarrollar y probar medidas para mitigarla en las políticas y la práctica. Argumentamos que una de las razones del éxito limitado de muchas reformas educativas contemporáneas ha sido la tendencia a concebir la educación como un sistema cerrado con mecanismos causales que, aparentemente, siempre producen los mismos efectos, y donde el currículo y la instrucción pueden ser diseñados eficazmente para producir oportunidades y resultados equitativos y confiables. Nuestro objetivo es exponer algunos de los supuestos problemáticos de estas concepciones cerradas de la práctica educativa a través de un ejemplo de reforma de la formación docente en Inglaterra y destacar algunas características esenciales de la sociología de la educación de Bernstein que pueden utilizarse para trazar un camino de regreso hacia un futuro más abierto para el pensamiento educativo.
Citas
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