The spanish educational idiosyncrasy in the teaching-learning processes and its impact on the actors involved on it

Abstract

In the last century, Spain has experienced two great periods of educational change. The first was linked to laws regulating education, where everything revolved around the teacher, who performed his or her role through rote learning.

The second arose after the rapprochement with international institutions such as the Organization for Economic Cooperation and Development and the European Union. The signing of the accession treaty in 1986 brought about a social and methodological change with a change in the role of the teacher, who was increasingly considered as a guide in the teaching-learning process of students.

The political alternation in almost half a century has promoted several educational laws. The last of these, the LOMLOE, has reinforced the trend of a change in which meaningful education is gaining relevance. To this must be added an administrative division, which adjusts the curriculum more than its idiosyncrasy to the political color, which has led to an educational drift marked by a gap between northern and southern communities, reflected in reports such as PISA or statistics about school dropout. All this motivates this study related to the complex in the Spanish educational scenario.