Challenges and paradoxes in the integration of graphic literatures in the LOMLOE educational curricullum: an analysis from Infant Education to Sixth Form

Abstract

Through a qualitative analysis of the various curricular developments across all autonomous communities in Spain, we delve into understanding the role of graphic literatures within the context of the new educational law (LOMLOE). To do so, we begin by defining what concept of literary education prevails after the enactment of this law and what we mean by graphic literatures. From there we proceed to interpret data that leads us to see how, alongside a notable and transversal incorporation into the various curricula, some of the mainstream graphic literature mediums, such as picture books, comics, and graphic novels, have unequal importance for the type of literary education that is currently being implemented in Spain. Additionally, we highlight some of the uses and paradoxes that define the role of other minority graphic literature medium present in the current legislation.