Publication: Autorregulación del aprendizaje y educación alternativa: análisis comparativo de tres métodos educativos en educación primaria en España y Escocia
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2018-10-03
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Universidad Complutense de Madrid
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Abstract
El surgimiento de múltiples escuelas de educación alternativa en los últimos 5 años en España es un movimiento que gana más adeptos año tras año. Sin embargo, y a pesar de las obvias demandas de la sociedad, parece que la legislación educativa en lugar de tornarse más flexible y abierta, se mantiene rígida fomentando que las escuelas sigan utilizando la metodología tradicional. Entre los diferentes problemas que se encontrará una familia que busque acceder a una escuela de estas características será, en primer lugar, que la mayoría son privadas debido a que la propia legislación limita el cambio metodológico en escuelas concertadas o públicas. Esto no significa que los docentes no busquen este cambio metodológico, sino que no se sienten apoyados por los legisladores. En este punto se introducen conceptos básicos para la creación de una ley educativa como el propio concepto de “educación” y la finalidad de la misma, el sentido de la escuela como institución, así como el concepto de “libertad educativa” o “educación para la democracia” entendidos de maneras muy diversas en los diferentes marcos legislativos de los distintos países. Conceptos que, sin embargos, no aparecen del todo claros en nuestro documento de ley. En el marco teórico y conclusiones de esta tesis se pretende arrojar luz a estos conceptos con la finalidad de aumentar el entendimiento de la norma que rige nuestro sistema. Así mismo y teniendo en cuenta que una escuela de la muestra está ubicada en Escocia, esta investigación muestra una comparativa legislativa entre la Ley educativa española (LOMCE) y la Ley educativa escocesa (Curriculum for Excellence-CfE), con la finalidad de demostrar que es legislativamente viable un cambio en nuestra normativa que nos lleve a la libertad educativa. Así como una forma de entender más en profundidad cómo funciona la escuela de educación activa escocesa que participa en este estudio...
Alternative schooling is having a growing support in Spain. However, and despite the society’s demands, it seems that the educational policies are still promoting traditional schooling methods instead of adapting them so they can offer more flexibility and acceptance to another innovative alternatives. One of the various difficulties a family may deal with when they decide their children to attend this type of schools is that most of them are private. This is being caused by the current Spanish policy, which constrains regular state schools from offering methodological innovations. However, this issue does not mean that teachers are not looking for a change, but they do not feel the support of the law makers. In addition, some concepts need to be defined in order to understand the current educational policy, such as the concept of “education” and the aim of it or other concepts like “educational freedom” or “education for democracy”. This will acquire different meanings among the diverse legal frameworks used in the different countries part of this research. However, these terms are not clearly defined in the Spanish Law of Education. The theoretical framework and conclusions of this thesis claim to briefly clarify these concepts for providing a deeper and more exhausting understanding of the Spanish current law. For contributing to this analysis, a Scottish school has also participated in this study. By doing so, a perspective of the differences between educational laws both in Scotland and Spain will be provided for compilation and analysis. Its purpose is to demonstrate the legal viability of a change in some aspects in our current policy that would lead Spain to achieving a real educational freedom. Likewise, this comparison could be a way to get a deep understanding of how the Scottish schools work by developing the policy supported by it...
Alternative schooling is having a growing support in Spain. However, and despite the society’s demands, it seems that the educational policies are still promoting traditional schooling methods instead of adapting them so they can offer more flexibility and acceptance to another innovative alternatives. One of the various difficulties a family may deal with when they decide their children to attend this type of schools is that most of them are private. This is being caused by the current Spanish policy, which constrains regular state schools from offering methodological innovations. However, this issue does not mean that teachers are not looking for a change, but they do not feel the support of the law makers. In addition, some concepts need to be defined in order to understand the current educational policy, such as the concept of “education” and the aim of it or other concepts like “educational freedom” or “education for democracy”. This will acquire different meanings among the diverse legal frameworks used in the different countries part of this research. However, these terms are not clearly defined in the Spanish Law of Education. The theoretical framework and conclusions of this thesis claim to briefly clarify these concepts for providing a deeper and more exhausting understanding of the Spanish current law. For contributing to this analysis, a Scottish school has also participated in this study. By doing so, a perspective of the differences between educational laws both in Scotland and Spain will be provided for compilation and analysis. Its purpose is to demonstrate the legal viability of a change in some aspects in our current policy that would lead Spain to achieving a real educational freedom. Likewise, this comparison could be a way to get a deep understanding of how the Scottish schools work by developing the policy supported by it...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, leída el 04/09/2017