La restricción de la ley. El marco normativo y curricular de la enseñanza de la literatura en la primera mitad del siglo XX (1900-1939)
[EN] This article analyses how normative and legal bodies have dealt with literary instruction in Spain during the first half of the XXth century. Acknowledging the coercive dimension of power, executed through the control of education (Althusser) and especially through the selection of contents (Bo...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/139277 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/139277 |
| Access Level: | acceso abierto |
| Palabra clave: | Curriculum Educación secundaria Legislación educativa Literatura Secondary education Educational legislation Literature |
| Sumario: | [EN] This article analyses how normative and legal bodies have dealt with literary instruction in Spain during the first half of the XXth century. Acknowledging the coercive dimension of power, executed through the control of education (Althusser) and especially through the selection of contents (Bourdieu), the objective is to contribute to curriculum studies (Goodson) through the comparison of the specific role assigned to literary education within the different legal frames of these four decades: 1901 Plan, 1926 Plan, 1931 Decreet and 1938 Plan, which emanate from four historically and politically defined periods: Alfonso XIII’s reign, Primo de Rivera’s dictatorship, II and Republic and the first Francoist legislation. |
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