Justificación filosófica de la educación en valores éticos y cívicos en la educación formal. Análisis crítico de la LOMCE

Calandín, Javier Gracia; Pérez, Vicent Eulogi Gozálvez

doi:10.14201/teoredu201628183103

Cited by 14 publications

(6 citation statements)

References 4 publications

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“…Este debate es de especial relevancia para analizar el impacto de este currículo y la pervivencia de su modelo educativo. Consecuencia de la polémica y debate generado tras la aprobación de la LOE, la Ley Orgánica para la Mejora de la Calidad Educativa (LOMCE) eliminó la asignatura de Educación para la Ciudadanía y la sustituyó por una materia de valores éticos y cívicos, que no contaba con los contenidos curriculares más polémicos y, además, se planteaba únicamente como alternativa a la religión (Gracia Calandín y Gozálvez, 2016). De forma obligatoria, la formación ciudadana quedaba de nuevo supeditada a la aplicación de García Álvarez, David Educación para la ciudadanía y dimensión europea en el nuevo currículo para la Enseñanza Secundaria Obligatoria (ESO) los contenidos transversales, lo cual resultó de nuevo resultó una estrategia poco efectiva (Vázquez Ramil y Porto Ucha, 2020).…”

Section: Asignaturas Específicas De Formación Ciudadanaunclassified

Educación para la ciudadanía y dimensión europea en el nuevo currículo para la Enseñanza Secundaria Obligatoria (ESO)

García-Álvarez

2023

GAPP

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El nuevo currículo de la Educación Secundaria Obligatoria incorpora importantes cambios respecto a sus precedentes, apostando por una educación de tipo competencial. En este artículo, se analiza el grado en el que el documento incorpora las recomendaciones de las instituciones europeas y otros organismos internacionales en lo relativo al desarrollo de la educación para la ciudadanía y una dimensión europea de la educación. Con ese objetivo, se realiza un análisis de contenidos del nuevo currículo. Los resultados relevan que este se alinea de forma clara con esas recomendaciones internacionales y apuesta por una educación competencial en la que los contenidos transversales en formación ciudadana juegan un papel significativo.

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Section: Asignaturas Específicas De Formación Ciudadanaunclassified

Educación para la ciudadanía y dimensión europea en el nuevo currículo para la Enseñanza Secundaria Obligatoria (ESO)

García-Álvarez

2023

GAPP

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“…This change was an important step backwards for two main reasons. Firstly, because Ethical Values was treated as an optional alternative subject to Religion, so giving education on civic and Catholic values similar, comparable status, and secondly because subjects relating to ethics had already been considered in previous education laws (Gracia Calandín & Gozálvez, 2016). Some Autonomous Communities rejected the Spanish government's decision to scrap Citizenship Education by retaining it as a subject on their regional curricula.…”

Section: The Integration Of Ede Through General Citizenship Education...mentioning

confidence: 99%

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

García-Álvarez¹,

Arias-García²

2022

EJG

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The European Dimension in Education (EDE) is a policy promoted by the Council of Europe and the European Union that aims to foster active, critical citizenship based on common democratic values. It is also associated with the idea of promoting better knowledge of the European Union and of the concept of European citizenship. Ever since the policy was initially launched, EU Member States have been trying to add a European dimension to their education systems, although little progress has been made. In this paper, we study the way EDE has been integrated into the Spanish education system. Our research is based on an analysis of the national and regional curricula for Social Sciences (Geography, History) and Citizenship Education in compulsory secondary education, as these are the main subjects within which Spanish students are taught civic education. Results showed few signs of progress in the integration of EDE into the Spanish curriculum. In fact, a regressive trend was observed in some cases. The curriculum has varied a lot over the years in line above all with the ideology of the national government. It has also varied considerably across Spain’s different regions, which play an important role in the inclusion of EDE contents in the curriculum. The inclusion of specific subjects on Citizenship Education has provided a considerable boost to the integration of EDE into the Spanish curriculum. However, EU-related content is usually scarce and is never considered as important as content explaining the Spanish political system, citizenship, geography and history. Our paper concludes that a stronger European focus in the national curriculum would be highly recommended, so as to fully embrace EDE. In addition, a cross-party consensus should be reached on citizenship education and its contents, stressing the important role it can play as a separate subject.

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“…Another key strategy is related to providing education in values (Calandín García & Gozálvez, 2016). Value-based education is part of IE, signifying that it contributes to the development of IC among students (Rader, 2018).…”

Section: Interculture Through Teachers’ Strategies In Clil Primary Ed...mentioning

confidence: 99%

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

Gracia¹,

Rodríguez²,

Carpio³

2020

Culture and Education: Cultura y Educación

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One of the main aims of Content and Language Integrated Learning (CLIL) is to develop intercultural awareness and understanding among students. The objective of this study is to analyse whether CLIL primary education teachers implement the intercultural axis of CLIL in the strategies and resources they plan and use in their daily lessons, and which factors may influence this. An open-question questionnaire was used to carry out an in-depth analysis of the opinions of 59 CLIL primary education teachers working at schools in Córdoba (Spain). The results show that communicative and cooperative activities, along with those activities in which interaction is the focus, are those most frequently employed by CLIL teachers to enhance the intercultural axis. Information and Communication Technology (ICT) resources are those most frequently applied in order to promote intercultural awareness. Independent variables such as gender, subject taught, years of experience and the textbook used had a significant influence on how teachers plan and put their strategies and didactic resources into practice. The outcomes indicate the need to reinforce CLIL teacher training in this regard. RESUMEN

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Justificación filosófica de la educación en valores éticos y cívicos en la educación formal. Análisis crítico de la LOMCE

Cited by 14 publications

References 4 publications

Educación para la ciudadanía y dimensión europea en el nuevo currículo para la Enseñanza Secundaria Obligatoria (ESO)

Educación para la ciudadanía y dimensión europea en el nuevo currículo para la Enseñanza Secundaria Obligatoria (ESO)

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

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