¡Cómo Hemos Cambiado! Medio Siglo de Escuela en España (1970-2020).

Abstract

On the eve of a new educational reform, we are commemorating the anniversary of the General Law of Education, a historic moment that marked a break with the previous scholar tradition. The objective of this work is to review the changes that the school has experienced in the last fifty years. Being aware of the impossibility of draining the subject, we focus on the fundamental aspects of each change that school models bring about and the various teaching styles that support them. We address the “school of critical rationality” of the 70s and 80s, based on the principles of “comprehensive pedagogy” and the search for educational performance, provided by the General Law of Education (LGE); the “school of transversality” of the 90s, under the approach of teaching models focused on student learning and the “cognitive pedagogy of constructivism” of the Law of General Organization of the Educational System (LOGSE); the “school of competences”, from the second half of the first decade of the century, linked to more alternative pedagogical theories and the approaches of the Organic Law of Education (LOE): and, in a prospective analysis of the future, the “digital school” that emerges over the horizon, with the inexcusable preeminence of virtuality as a pedagogical resource in the teaching-learning processes.