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@article{Basil Bernstein’s theory: testability, refutability, and predictions on the production and implementation of education policies_2026, volume={11}, url={https://revistas.uepg.br/index.php/retepe/article/view/25882}, DOI={10.5212/retepe.v.11.25882.002}, abstractNote={
This article aims to: (a) indicate the testability and refutability of the argument developed by Basil Bernstein to address the problem of the relationship between social class, modes of cognitive expression, and predisposition or resistance to schooling processes; and (b) present three predictions, derived from Bernstein’s Theory of Pedagogic Discourse (TPD), as well as their testability and refutability in educational policy research. The article seeks to demonstrate that Basil Bernstein’s theory meets Popperian criteria of scientificity, as it is composed of empirically testable and refutable propositions and, as such, is capable of generating predictions on the production and implementation of education policies. Based on these analyses and propositions, the article aims to contribute to: (a) clarifying the extent to which Bernsteinian Sociology of Education can be studied from a Popperian Philosophy of Science perspective; (b) indicating how Bernstein’s theory can contribute to critical research and theoretical development in the Sociology of Education; (c) questioning epistemological relativism; and (d) offering a critical Bernsteinian model for empirical research in the field of Education Policy. Keywords: Basil Bernstein. Karl Popper. Education policies.
}, journal={Revista de Estudios Teóricos y Epistemológicos en Política Educativa}, year={2026}, month={Jan.}, pages={1–22} }