Heritage and coeducation in the curriculum framework of Primary Education
DOI:
https://doi.org/10.47553/rifop.v97i35.2.87585Abstract
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 coeducation 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.
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