El patrimonio a través de la educación artística en la etapa de primaria

Datos Bibliográficos

ID15036348
AutoresOlaia Fontal Merillas (0000-0003-1216-3475, Universidad de Valladolid, autor de correspondencia), Olaia Fontal-Merillas
Año2016
Volumen28
Número1
Fecha de publicación2016-01-26
Open AccessSí
TipoARTICLE
RevistaArte individuo y sociedad (JOURNAL)
Identificadores de la revistaISSN: 1131-5598 • E-ISSN: 1698-0611
EditorialUniversidad Complutense de Madrid (UCM) (PUBLISHER)
DOI10.5209/rev_aris.2016.v28.n1.47683
OpenAlexW2267418304
IdiomaES
Citas recibidas13

Art education has been linked to the teaching of heritage in the curriculum of primary for the last three decades, as well as Social Sciences, the more implicated with cultural legacy subject, from LOGSE, through the LOE to the current LOMCE. However, with the latest educational reform, Art Education has lost importance, becoming an expendable matter, because a student can travel throughout the primary stage without receiving arts education. Indeed, the CCAA and centres may decide not to offer it or even, offering it, can not be chosen because the student must choose between arts, and other specific subjects such as Second Foreign Language, Religion and Social and Civic Values.Therefore, we propose a content analysis of the three great general education laws of the past three decades -LOGSE, LOE and LOMCE- in relation to the presence of heritage in arts education, in order to detect approaches and conceptions underlying the different curricular developments. This analysis will allow us demanding the recovery of content or lost skills, but also promote maximum development of those included in the curriculum

Art · Curriculum · Humanities · Pedagogy · Sociology · The arts · Visual arts · Visual arts education · Archaeology and Cultural Heritage · History of Education in Spain · Museums and Cultural Heritage