<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092019000200405</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.14n2.001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O currículo nas suas dimensões estrutural e interacional: perspetiva de Basil Bernstein]]></article-title>
<article-title xml:lang="en"><![CDATA[The curriculum in its structural and interactional dimensions: Basil Bernstein&#8217;s perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículo en sus dimensiones estructural e interaccional: perspectiva de Basil Bernstein]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Ana M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Isabel Pestana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Sílvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Unidade de Investigação, Desenvolvimento e Formação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Unidade de Investigação, Desenvolvimento e Formação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Unidade de Investigação, Desenvolvimento e Formação]]></institution>
<addr-line><![CDATA[Torres Vedras ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>405</fpage>
<lpage>431</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092019000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092019000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092019000200405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo, simultaneamente teórico e empírico, apresenta elementos de reflexão sociológica sobre a organização e desenvolvimento curriculares, quando se toma como principal referencial teórico o modelo do discurso pedagógico de Basil Bernstein (1990, 2000) e a sua teorização sobre formas e estruturas do conhecimento (1999). De um ponto de vista teórico, e com base no modelo do discurso pedagógico, descrevem-se as relações que se estabelecem entre o currículo e outros textos e contextos pedagógicos, referem-se processos de transformação (recontextualizações) que podem ocorrer quando o currículo é transposto para outros níveis do sistema educativo e apresentam-se algumas razões que podem estar na base dessas transformações. De acordo com a teorização sobre as estruturas de conhecimento, discute-se a relação entre a produção e a reprodução de conhecimento, para refletir sobre a relação que deve existir entre essas estruturas e as diferentes disciplinas do currículo. Incluem-se destaques sobre o currículo, em que se concretizam, através de explicitação e/ou exemplificação, os diferentes aspetos que sustentam a teorização apresentada. De um ponto de vista empírico, apresentam-se alguns dos procedimentos usados em análises do currículo, realizadas pelo Grupo ESSA (Estudos Sociológicos da Sala de Aula), a vários níveis de escolaridade e centradas na educação científica e indicam-se, a título de exemplo, alguns dos resultados obtidos. Finalmente fazem-se algumas considerações sobre o contributo da teoria de Bernstein para a análise curricular, com particular destaque para questões de política educacional, relacionadas com o significado sociológico da (des)centralização curricular e da flexibilidade curricular num currículo centralizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article is both theoretical and empirical and makes a sociological reflection of the curriculum organization and development. Basil Bernstein&#8217;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 pedagogic texts and contexts and refers the processes of transformation (recontextualizations) that may occur when the curriculum moves to other levels of the educational system, also pointing out reasons that may originate those transformations. On the basis of the theorization of knowledge structures, the relationship between production and reproduction of knowledge is discussed so that a reflection can be made on the relation that should exist between those structures and the several disciplines of the curriculum. Highlights of the curriculum are inserted in the article in order to concretize, through explicitness and/or exemplification, the various aspects that withstand the theorization. From an empirical point of view, the article provides some of the procedures that have been followed in curricula analyses made by the ESSA Group (Sociological Studies of the Classroom), at various schooling levels and focused on science education. Some examples of results obtained are given. Finally the article makes some reflections on the contribution of Bernstein&#8217;s theory for curriculum analysis, with a particular emphasis on questions of educational policy, related to the sociological meaning of curriculum (de)centralization and flexibility in the context of a centralized curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo, es simultáneamente teórico y empírico, presenta elementos de reflexión sociológica sobre la organización y desarrollo curriculares, cuando se establece como principal referente teórico el modelo del discurso pedagógico de Basil Bernstein (1990, 2000), y su teorización sobre las formas y estructuras del conocimiento (1999). Desde el punto de vista teórico, y con base en el modelo del discurso pedagógico, se describen las relaciones que se establecen entre el currículo, otros textos y contextos pedagógicos, se refiere a procesos de transformación (recontextualizaciones) que pueden ocurrir cuando el currículo es transpuesto para otros niveles del sistema educativo y se presentan algunas razones que pueden ser la base de estas transformaciones. De acuerdo con la teorización de las estructuras de conocimiento, se discute la relación entre producción y reproducción de conocimiento, para reflexionar sobre la relación que debe existir entre esas estructuras y las diferentes disciplinas del currículo. Se incluyen destaques sobre el currículo, en que se concretiza, a través de la explicitación y/o ejemplificación, los diferentes aspectos que sustentan la teorización presentada. Desde un punto de vista empírico, se presentan algunos procedimientos usados en el análisis de los currículos, realizado por el Grupo ESSA (Estudios Sociológicos de la Sala de Aula), en varios niveles de escolaridad y centrado en la educación científica se indican, a modo de ejemplo, algunos de los resultados obtenidos. Finalmente se hacen algunas consideraciones sobre la contribución de la teoría de Bernstein para el análisis curricular, con particular destaque para cuestiones de política educacional, relacionadas con el significado sociológico de la (des) centralización curricular y la flexibilidad curricular en un currículo centralizado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento curricular]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="pt"><![CDATA[Modelo do discurso pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Estruturas de conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Curriculum development]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Model of pedagogic discourse]]></kwd>
<kwd lng="en"><![CDATA[Knowledge structures]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo curricular]]></kwd>
<kwd lng="es"><![CDATA[Educación científica]]></kwd>
<kwd lng="es"><![CDATA[Modelo del discurso pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Estructuras del conocimiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AFONSO]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contextos de formação de professores: estudo de características sociológicas específicas]]></article-title>
<source><![CDATA[Revista de Educação]]></source>
<year>2002</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>129-46</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AFONSO]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Que ciência se aprende na escola? Uma avaliação do grau de exigência no ensino básico em Portugal]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Fundação Francisco Manuel dos Santos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A sociological analysis of science curriculum and pedagogic practices]]></article-title>
<source><![CDATA[Pedagogies: An International Journal]]></source>
<year>2012</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>52-71</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ANDERSON]]></surname>
<given-names><![CDATA[L. W.]]></given-names>
</name>
<name>
<surname><![CDATA[KRATHWOHL]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[A taxonomy for learning, teaching and assessing: a revision of Bloom&#8217;s Taxonomy of Educational Objectives]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Nova Iorque ]]></publisher-loc>
<publisher-name><![CDATA[Longman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNSTEIN]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Class, codes and control, Vol. III: towards a theory of educational transmissions]]></source>
<year>1975</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNSTEIN]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Class, codes and control, Vol. IV: The structuring of pedagogic discourse]]></source>
<year>1990</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNSTEIN]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Vertical and horizontal discourse: an essay]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year>1999</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>157-73</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNSTEIN]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogy, symbolic control and identity: theory, research, critique]]></source>
<year>2000</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Rowman &amp; Littlefield]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRUNER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The process of education]]></source>
<year>1963</year>
<publisher-loc><![CDATA[Nova Iorque ]]></publisher-loc>
<publisher-name><![CDATA[Vintage Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BYBEE]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The teaching of science: content, coherence, and congruence]]></article-title>
<source><![CDATA[Journal of Science Education and Technology]]></source>
<year>2003</year>
<volume>12</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>343-57</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CALADO]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Currículo e manuais escolares em contexto de flexibilidade curricular - Estudo de processos de recontextualização]]></article-title>
<source><![CDATA[Revista Portuguesa de Educação]]></source>
<year>2012</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-93</page-range><publisher-loc><![CDATA[Braga ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CALADO]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptual demand of science curricula: a study at the level of middle school]]></article-title>
<source><![CDATA[Pedagogies: An International Journal]]></source>
<year>2013</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>255-77</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CASTRO]]></surname>
<given-names><![CDATA[S. M. H. T. de.]]></given-names>
</name>
</person-group>
<source><![CDATA[A construção da ciência na educação científica do ensino secundário: análise do programa de Biologia e Geologia do 10.º ano. 2006]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Ciências, Universidade de Lisboa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CASTRO]]></surname>
<given-names><![CDATA[S. M. H. T. de.]]></given-names>
</name>
</person-group>
<source><![CDATA[A construção da ciência na educação científica do ensino secundário: estudo do discurso pedagógico do programa e de manuais escolares de Biologia e Geologia do 10.º ano e das conceções dos professores]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Instituto de Educação, Universidade de Lisboa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRESWELL]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research design: qualitative, quantitative and mixed approaches]]></source>
<year>2003</year>
<edition>2. ed</edition>
<publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<collab>DEB. Departamento de Educação Básica</collab>
<source><![CDATA[Currículo nacional do ensino básico: competências essenciais]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<collab>DEB. Departamento de Educação Básica</collab>
<source><![CDATA[Ciências físicas e naturais: orientações curriculares para o 3.º ciclo do ensino básico]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<collab>DEB. Departamento de Educação Básica</collab>
<source><![CDATA[Organização curricular e programas. 1.º ciclo do ensino básico. Estudo do Meio]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<collab>DES. Departamento do Ensino Secundário</collab>
<source><![CDATA[Programa de Biologia e Geologia: 10.º ou 11.º anos]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<collab>DES. Departamento do Ensino Secundário</collab>
<source><![CDATA[Programa de Biologia e Geologia: 11.º ou 12.º anos]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<collab>DGEBS. Direção-Geral do Ensino Básico e Secundário</collab>
<source><![CDATA[Organização curricular e programas: Ensino Básico - 3.º Ciclo]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DOMINGOS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[educação de Bernstein em sociologia da educação]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Fundação Calouste Gulbenkian]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The nature of science in science curricula: methods and concepts of analysis]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2013</year>
<volume>35</volume>
<numero>16</numero>
<issue>16</issue>
<page-range>2670-91</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptual demand of practical work in science curricula: a methodological approach]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year>2014</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-80</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exigência conceptual do trabalho prático: abordagem multidisciplinar de análise do discurso pedagógico na aula de ciências]]></article-title>
<source><![CDATA[Práxis Educativa]]></source>
<year>2017</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-47</page-range><publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Science curricula design: analysis of authors` ideological and pedagogical principles]]></article-title>
<source><![CDATA[International Studies in Sociology of Education]]></source>
<year>2011</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>137-59</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptualização dos conhecimentos e das capacidades em currículos]]></article-title>
<source><![CDATA[Currículos de nível elevado no ensino das ciências]]></source>
<year>2015</year>
<page-range>36-82</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[CNE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALL]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[GALL]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[BORG]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational research: an introduction]]></source>
<year>2007</year>
<edition>8. ed</edition>
<publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[Pearson/Allyn and Bacon]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GEAKE]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The brain at school: educational neuroscience in the classroom]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Berkshire ]]></publisher-loc>
<publisher-name><![CDATA[Open University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARZANO]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[KENDALL]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The new taxonomy of educational objectives]]></source>
<year>2007</year>
<edition>2. ed</edition>
<publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
<publisher-name><![CDATA[Corwin Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A teoria de Basil Bernstein: alguns aspectos fundamentais]]></article-title>
<source><![CDATA[Práxis Educativa]]></source>
<year>2007</year>
<month>a</month>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>115-30</page-range><publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fazer investigação usando uma abordagem metodológica mista]]></article-title>
<source><![CDATA[Revista Portuguesa de Educação]]></source>
<year>2007</year>
<month>b</month>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>75-104</page-range><publisher-loc><![CDATA[Braga ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Textos e contextos educativos que promovem aprendizagem: optimização de um modelo de prática pedagógica]]></article-title>
<source><![CDATA[Revista Portuguesa de Educação]]></source>
<year>2009</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-28</page-range><publisher-loc><![CDATA[Braga ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estruturas de conhecimento e exigência conceptual na educação em ciências.]]></article-title>
<source><![CDATA[Revista Educação, Sociedade &amp; Culturas]]></source>
<year>2012</year>
<volume>37</volume>
<page-range>63-88</page-range><publisher-loc><![CDATA[Porto ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículos, manuais escolares e práticas pedagógicas: estudo de processos de estabilidade e de mudança no sistema educativo]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Edições Sílabo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[FONTINHAS]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is there any change in science educational reforms? A sociological study of theories of instruction]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year>1999</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>37-53</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Política educativa e orientações programáticas: análise da educação científica em dois períodos socio-políticos]]></article-title>
<source><![CDATA[Revista de Educação]]></source>
<year>2000</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>93-109</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledges and values in science syllabuses: a sociological study of educational reforms]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year>2001</year>
<month>a</month>
<volume>22</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>531-56</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher`s &#8216;space of change&#8217; in educational reforms: a model for analysis applied to a recent reform]]></article-title>
<source><![CDATA[Journal of Curriculum Studies]]></source>
<year>2001</year>
<month>b</month>
<volume>33</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>451-76</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pedagogic practices in the family socialising context and children's school achievement]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year>2005</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>121-37</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Processos de recontextualização num contexto de flexibilidade curricular: análise da actual reforma das ciências para o ensino básico]]></article-title>
<source><![CDATA[Revista de Educação]]></source>
<year>2006</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>75-94</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PIRES]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desenvolvimento científico nos primeiros anos de escolaridade: estudo de características sociológicas específicas da prática pedagógica]]></article-title>
<source><![CDATA[Revista de Educação]]></source>
<year>2004</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>119-32</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O currículo de ciências no 1.º ciclo do ensino básico: estudo de (des)continuidades na mensagem pedagógica]]></article-title>
<source><![CDATA[Revista Portuguesa de Educação]]></source>
<year>2013</year>
<month>a</month>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>179-217</page-range><publisher-loc><![CDATA[Braga ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Materiais curriculares, práticas e aprendizagens. Estudo no contexto das ciências do 1.º ciclo do ensino básico]]></article-title>
<source><![CDATA[Práxis Educativa]]></source>
<year>2013</year>
<month>b</month>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>133-71</page-range><publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
