Publication: Una amenaza para la escuela pública: laicidad, privatización y segregación
Authors
Díez Gutiérrez, Enrique Javier
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
La educación pública española nunca ha llegado a romper
del todo con las tres principales herencias del franquismo:
confesionalidad, segregación clasista y un amplísimo sector
privado costeado con fondos públicos. No obstante, se han
logrado avances en el desarrollo de la red pública, con un
incremento de centros y de profesorado, bajada de ratios de
alumnado por aula, ampliación de la edad escolar obligatoria,
escolarización casi total desde los tres años y mayor
acceso a estudios superiores de las capas populares. Esta
línea de conquistas está siendo sistemáticamente atacada
por políticas educativas conservadoras y neoliberales, cuya
última batalla intenta justificar ideológicamente el proceso
de privatización, segregación, reconfesionalidad y desmantelamiento
de la educación pública con la enésima reforma
educativa (LOMCE). Este artículo expone los principales aspectos
de esta ley que desarrollan este enfoque ideológico y
lo que implica su plasmación en la práctica educativa en
nuestro sistema educativo.
The Spanish state education system has never quite managed to completely cast off the three main legacies of Francoism: religious observance, class segregation and an extensive private sector paid for by public funds. However, progress has been made in the development of the state system, with an increase in the number of schools and teachers, a reduction in the number of students per classroom, increased duration of compulsory education, almost complete schooling from age 3 and greater access to higher education for the working classes. This inventory of achievements is now under systematic attack from conservative and neo-liberal education policies. The most recent offensive, embodied in the latest of a long series of educational reforms, the Spanish Organic Law on the Improvement of the Quality of Education (LOMCE), represents an attempt to provide an ideological justification for the process of privatisation, segregation, a return to religious observance and the dismantling of state education. This article presents the main aspects of the new law that reflect this ideological approach, and examines the effects of its implementation on educational practice in the Spanish educational system.
The Spanish state education system has never quite managed to completely cast off the three main legacies of Francoism: religious observance, class segregation and an extensive private sector paid for by public funds. However, progress has been made in the development of the state system, with an increase in the number of schools and teachers, a reduction in the number of students per classroom, increased duration of compulsory education, almost complete schooling from age 3 and greater access to higher education for the working classes. This inventory of achievements is now under systematic attack from conservative and neo-liberal education policies. The most recent offensive, embodied in the latest of a long series of educational reforms, the Spanish Organic Law on the Improvement of the Quality of Education (LOMCE), represents an attempt to provide an ideological justification for the process of privatisation, segregation, a return to religious observance and the dismantling of state education. This article presents the main aspects of the new law that reflect this ideological approach, and examines the effects of its implementation on educational practice in the Spanish educational system.
publication.page.subject
Citation
Revista interuniversitaria de formación del profesorado, N.81, 2014
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/