Publication: Patrimonio y coeducación en el marco curricular de la educación primaria
Authors
Lucas Palacios, Laura ; Delgado-Algarra, Emilio José
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v97i35.2.87585
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info:eu-repo/semantics/article
Description
Abstract
Los currículos educativos juegan un papel esencial en las mejoras y la innovación de la educación formal. Está en juego el acto esencial de elegir y articular lo que debe ser transmitido a cada nueva generación en nuestra relación con el pasado, pero también con el futuro que queremos construir como sociedad -democrática e igualitaria-. En esta relación el patrimonio tiene un papel significativo en
la medida en que es vínculo entre pasado y futuro, así
como generador de sentimiento de identidad personal y
pertenencia social y cultural. Nuestra investigación tiene
como objetivo analizar la forma en que se aborda el
patrimonio y la coeducación en los 17 Decretos que
regulan Educación Primaria en el territorio español. Los
resultados muestran que, a pesar del avance que la
educación patrimonial ha experimentado en esta última
ley educativa como contenido en sí mismo,
metodológicamente no se contempla el análisis crítico del
pasado para comprender el complejo mundo en el que
vivimos e incorporar la categoría de género como
categoría educativa. Por otro lado, se concluye que existe
regresión en materia de género en las leyes educativas
derivadas de la Ley Orgánica para la Mejora de la Calidad Educativa -LOMCE-: un tema a tener en cuenta en los procesos de revisión curricular y en el diseño de
programas académicos dirigidos a futuros docentes con el fin de asegurar la enseñanza de una ciudadanía igualitaria a partir de la educación patrimonial
Educational curricula play an essential role in the improvement and innovation of formal education. The act of choosing and articulating what should be transmitted to each new generation in our relationship with the past is essential, but also the future with which we want to build our society - democratic and egalitarian-. In relation to this, heritage plays a significant role as a link between past and future, as well as a generator of feeling of personal identity and social and cultural belonging. The present research aims to analyze the way in which heritage and co-education are addressed in the 17 Decrees that regulate Primary Education in the Spanish territory. The results show that, despite the progress that heritage education has experienced in this latest educational law as a content; regarding methodology, the critical analysis of the past to understand the world and to incorporate the category of gender as an educational category is not considered. On the other hand, it is concluded that there is regression in terms of gender in the educational laws derived from the Organic Law for the Improvement of Educational Quality -LOMCE-; an issue to take into account in the curricular review processes and in the design of academic programs aimed at future teachers in order to ensure education for equal citizenship based on heritage education
Educational curricula play an essential role in the improvement and innovation of formal education. The act of choosing and articulating what should be transmitted to each new generation in our relationship with the past is essential, but also the future with which we want to build our society - democratic and egalitarian-. In relation to this, heritage plays a significant role as a link between past and future, as well as a generator of feeling of personal identity and social and cultural belonging. The present research aims to analyze the way in which heritage and co-education are addressed in the 17 Decrees that regulate Primary Education in the Spanish territory. The results show that, despite the progress that heritage education has experienced in this latest educational law as a content; regarding methodology, the critical analysis of the past to understand the world and to incorporate the category of gender as an educational category is not considered. On the other hand, it is concluded that there is regression in terms of gender in the educational laws derived from the Organic Law for the Improvement of Educational Quality -LOMCE-; an issue to take into account in the curricular review processes and in the design of academic programs aimed at future teachers in order to ensure education for equal citizenship based on heritage education
Citation
Revista interuniversitaria de formación del profesorado, V. 35, N. 96 (2), 2021
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