Publication: Una aproximación crítica al sentido y a la pertinencia de la asignatura de "valores éticos" tal y como está planteada en la LOMCE
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2019-06
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Abstract
En este trabajo se pretende realizar una aproximación crítica al sentido y a la pertinencia de la presente asignatura de «Valores Éticos» tal y como está planteada en los actuales planes de estudio (LOMCE). Para elaborar semejante aproximación, se entiende que es preciso caracterizar, en primer lugar, los elementos que motivan la existencia de una asignatura sometida a sucesivas y diversas modificaciones en las distintas legislaciones educativas españolas, lo cual pasa necesariamente por aclarar el modo en que se ha fraguado en las mismas la histórica polémica educación-instrucción, en virtud de cuya disyuntiva se entiende que ha tenido ocasión la asignatura en cuestión.
A partir de esta primera caracterización, en segundo lugar, se tratará de desglosar la actual legislación al objeto de analizar el modo en que interpreta y justifica la pertinencia de la asignatura que se pretende examinar para, finalmente, en tercer lugar, ver de qué modo dicha asignatura es efectivamente pertinente por cuanto, por un lado, la interpretación y justificación que de ella hace la presente legislación esté perfectamente fundada y por cuanto, por otro, esta asignatura sea coherente, en su aplicación en el aula, con dicha justificación e interpretación y, así, de este modo, pueda aproximarse el sentido de la asignatura de «Valores Éticos» tal y como está planteada en los actuales planes de estudio.
This paper aims to make a critical approach to the meaning and relevance of the current subject of "Ethical Values" as it is proposed in current curricula (LOMCE). To develop such an approach, it is understood that it is necessary to characterize, in the first place, the elements that motivate the existence of a subject subject to successive and diverse modifications in the different Spanish educational legislations, which necessarily involves clarifying the way in which the historical controversy education-instruction has been forged in them, in virtue of whose dilemma it is understood that the subject in question has had occasion. From this first characterization, in the second place, we will try to break down the current legislation in order to analyze the way in which it interprets and justifies the pertinence of the subject that is intended to be examined, and finally, in the third place, to see in what way This subject is indeed relevant because, on the one hand, the interpretation and justification of it by this legislation is well founded and, on the other hand, this subject is coherent, in its application in the classroom, with such justification and interpretation and, thus, in this way, the sense of the subject of "Ethical Values" can be approximated as it is proposed in the current curricula.
This paper aims to make a critical approach to the meaning and relevance of the current subject of "Ethical Values" as it is proposed in current curricula (LOMCE). To develop such an approach, it is understood that it is necessary to characterize, in the first place, the elements that motivate the existence of a subject subject to successive and diverse modifications in the different Spanish educational legislations, which necessarily involves clarifying the way in which the historical controversy education-instruction has been forged in them, in virtue of whose dilemma it is understood that the subject in question has had occasion. From this first characterization, in the second place, we will try to break down the current legislation in order to analyze the way in which it interprets and justifies the pertinence of the subject that is intended to be examined, and finally, in the third place, to see in what way This subject is indeed relevant because, on the one hand, the interpretation and justification of it by this legislation is well founded and, on the other hand, this subject is coherent, in its application in the classroom, with such justification and interpretation and, thus, in this way, the sense of the subject of "Ethical Values" can be approximated as it is proposed in the current curricula.