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Authors
Advisor(s)
Abstract(s)
El trabajo a desarrollar en las páginas siguientes se centra en presentar una reflexión sobre las
teorías que han sido el fundamento del diseño curricular de las enseñanzas artísticas actuales,
analizando el papel que esta disciplina juega en la escuela española del siglo XXI y la formación
didáctica que reciben los futuros docentes de Educación Primaria en el contexto de las Artes
Visuales y Plásticas. En este proceso es necesario tener presente cómo se organiza el diseño
del currículum en el caso de España. Una vez fijadas por el Gobierno central las enseñanzas
mínimas en los Reales Decretos del Ministerio de Educación, Cultura y Deporte, normativa
que establece el 65% del currículo, es obligación de cada comunidad autónoma formalizar el
35% restante de las enseñanzas correspondientes a cada una de las áreas de conocimiento de
los distintos niveles de la Educación formal. Con la finalidad de concretar el desarrollo de este
trabajo, el análisis y estudio presentado en las siguientes páginas se centrará en el análisis de la
normativa vigente para el caso de la etapa de Educación Primaria en Castilla-La Mancha
(España), nuevo marco legal que en el curso académico 2014/2015 se ha aplicado a todos los
cursos de esta etapa educativa y que ha supuesto un cambio bastante significativo en el ámbito
de las enseñanzas artísticas.
This paper aims to present a reflection on the different theories that have been the basis of the curricular design in the area of Art Education, their impact on the current Spanish education‘s legislation and the didactic training of teachers in Primary Education. In this process it should be considered how to organize the Spanish curriculum. Once the central government establishes the minimum core curriculum in the decrees of the Ministry of Education, Culture and Sports, legislation which provides the 65% of the formal education, it is responsibility of each region to formalize the remaining 35% of the contents of each area of knowledge of the different levels of formal education. The analysis and study presented on the following pages will focus on the education‘s legislation of Primary Education in Castilla-La Mancha (Spain); a new legal framework in the academic year 2014/2015 that has been applied to all courses of this educational stage and has been a fairly significant change in the field of Art Education.
This paper aims to present a reflection on the different theories that have been the basis of the curricular design in the area of Art Education, their impact on the current Spanish education‘s legislation and the didactic training of teachers in Primary Education. In this process it should be considered how to organize the Spanish curriculum. Once the central government establishes the minimum core curriculum in the decrees of the Ministry of Education, Culture and Sports, legislation which provides the 65% of the formal education, it is responsibility of each region to formalize the remaining 35% of the contents of each area of knowledge of the different levels of formal education. The analysis and study presented on the following pages will focus on the education‘s legislation of Primary Education in Castilla-La Mancha (Spain); a new legal framework in the academic year 2014/2015 that has been applied to all courses of this educational stage and has been a fairly significant change in the field of Art Education.
Description
Keywords
Educación artística Currículum Educación primaria Art education Curriculum Primary education
Pedagogical Context
Citation
Salido López, P. (2016) Del papel del arte y la educación artística en la escuela española: aportaciones teóricas y su reflejo en el currículum actual in T., Pereira, A., A. Almeida, N., Vieira, M., C. Loureiro. Atas do VII Encontro do CIED – II Encontro Internacional, Estética e Arte em Educação. (297-307) Lisboa: CIED – Centro Interdisciplinar de Estudos Educacionais.
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais