La Educación Cívica En España. Cinco Últimas Décadas De Vicisitudes Legislativas.

Abstract

It is obvious that schools can exert a great influence as appropriate areas to foster a fairer and more equitable society, with greater moral, civic and political commitment among citizens. Civic education contributes to this end and, therefore, it has been introduced -with different appellations- in the curriculums of most Western countries to facilitate citizens the assumption of their rights and responsibilities. This is considered as one way of transmitting the necessary knowledge, skills and attitudes for young people to become active citizens with the capacity to build the future for our democratic societies. The education reforms performed in different countries highlight the need for citizenship education by advocating for their incorporation in the syllabus. The objective of this article is to point out the attention that civic education has received in Spain, specially from the implementation of the 1970 General Education Act. To do so, the successive reforms that have been introduced until today are analyzed. We ask ourselves whether these curricular reforms succeed in improving the civic competence of our students. As a main conclusion it has been established that a discourse supporting democracy, social responsibility, interculturalism and civic participation can only be effective with the commitment of the teaching staff, family and society as a whole.

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

“…Eurydice, a European network that provides analysis and information on the European education systems for policymakers, has published three comprehensive reports on the current practice of citizenship education across Europe (European Commission, 2018;Eurydice, 2005Eurydice, , 2012. In Spain, where citizenship education has been part of the curriculum since 2006, numerous papers have been published analysing the content of this subject (Arbués Radigales & Naval Durán, 2020;Buxarrais & Ortega, 2019;Sánchez-Agustí & Miguel-Revilla, 2020;Vázquez Ramil & Porto Ucha, 2020). Comparative analyses of citizenship education approaches across European countries are also very common in the literature (Faas, 2011;Johnson & Morris, 2012;Kjellin et al, 2010).…”

“…In Spain, a specific subject on citizenship education was created in 2006 for the first time under a left-leaning government. However, it gave rise to a heated political debate and was discarded in the subsequent education law (LOMCE), passed by a conservative government (Engel, 2014;Ríos-Rojas, 2018;Arbués Radigales & Naval Durán, 2020).…”

Redes sociales y otros canales digitales como medios de participación cívica: un estudio cualitativo de la juventud madrileña

“…En efecto, en la actualidad y, de manera especial desde finales del siglo XX, observamos en los sistemas educativos de muchos países del mundo la introducción de asignaturas y contenidos de distintos tipos y denominaciones en torno al eje común de la ciudadanía, con resultados y evoluciones dispares, que no han sido ajenas a las concepciones políticas de los gobernantes ni a las tradiciones culturales de cada país (Arbués y Naval, 2020;Davies y Chong, 2016;Johnson y Morris, 2012;Levinson, 2012;McLaughlin, 2000;Whiteley, 2014). No en vano, la escuela se define como el primer escenario público de socialización, tras el espacio privado de la familia, en el que tienen lugar procesos característicos -y en muchos casos exclusivos-de acceso a lo comunitario.…”