Resumen

CONCA, Adriana Tessio; BRIGIDO, Ana María  y  GIACOBBE, Claudia. La reforma curricular de la enseñanza secundaria de la provincia de Córdoba: análisis de la propuesta oficial a partir de la perspectiva de Basil BernsteinThe curriculum reform in secondary education of the Cordoba province: analysis of the official proposal from the Basil Bernstein´S perspective. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2016, n.50, pp.111-120. ISSN 1668-8104.

The paper analyzes the curriculum reform of Basic Cycle of Secondary Education began in Córdoba in 2009. The objetive is to approach the modality of educational code and to the pedagogical discourse that lie beneath it. Official documents are analyzed: general guidelines, curricular design and pedagogical formats. The theoretical framework of the study recovers the perspective of Basil Bernstein, that explains the transmission of the code (subjective disposition to think, feel and act in certain ways) through the pedagogical discourse. According to Bernstein, the "pedagogic code" is imposed by an "official pedagogic discourse" which, in this case, is embodied in the ministerial documents of the reform. They explain the three messages of the code: contents (curriculum), how to be transmitted (pedagogy) and how to verify  the appropriation of the same by the student (evaluation).           The results obtained shows the reform favors an integrated curricular model, the application of several pedagogical formats  (seminars, athenaeums, workshops, etc.), and flexible forms of evaluation. This suggests that the reform promotes the development of an "integrated pedagogic code" and the application of "invisible pedagogies" (meaning systems with classifications and weak framing

Palabras clave : Curriculum; Educational Code; Educative Reform; Pedagogic Discourse; Secondary School.