Evolution of textbooks in Spain over the last fifty years

Abstract

Since the General Education Law of 1970, textbooks in Spain have undergone significant transformations, driven by changes in educational curricular content, the consolidation of large publishing groups, and modernization in graphic design. Content is continuously adjusted to align with the curriculum, while publishers increasingly assume an influential role in its definition and materialization. Authors and illustrators have evolved into teams of university professors, specialists in their respective disciplines, alongside professionals responsible for photography and illustrations. Graphic renovations have been shaped by the restructuring of main text elements and the increasing prominence of visual content. Text has moved away from a linear format, adopting shorter segments, while illustrations have expanded in quantity, size, and complexity. Additionally, paratextual elements that facilitate information transmission—such as tables, graphs, maps, and diagrams—have become more prevalent. Despite ongoing political shifts, alternating between socialist and conservative governments, and the succession of various educational laws, textbooks have demonstrated a remarkable ability to adapt to political, social, economic, and technological contexts. Their design and structure have evolved to meet new pedagogical needs and demands, incorporating more visual and interactive approaches that enhance content comprehension and foster dynamic, context-driven learning, while simultaneously simplifying texts and the knowledge they convey.

Key Words: Textbooks, Curriculum, Publishers, Authors, Textuality