Pupils’ orientations to Meanings

Abstract

This paper attempts to analyze the orientation to meanings as structural component of the concept of code. In particular, it is intended to show the importance of the initial contextualization of childrens’ experiences, within their families, and the roles of distinct types of family organization, accord­ing to Bernstein’s theory, for the creation of elaborated or districted orien­tation to meanings. Out of this analysis it becomes clear that in the theory of codes, there is a movement from linguistic indicators to their semantic.

Finally, the study points out that the primary contribution of elaborated or districted orientation derives from and legitimated by the social division of labor and it is transmitted to the family, which is in fact the “place” where the distinct orientation to meanings is constructed.