Axiological Study of the Standard Curriculum of Spanish Language and Literature

Abstract

Introduction. The legal norms are based on principles and values ​​that school institutions assume and express in the different dimensions of their planning and, above all, in their action. In order to find the common values ​​that are supposed to impregnate the educational facts of all the Spanish centers, this paper presents an axiological study of the basic curriculum, which is the legal text that guides the autonomic curricular developments and, ultimately, each center and teaching team. Concretely, Royal Decree 126/2014, of February 28, which establishes the basic curriculum of Primary Education is axiologically analyzed, specifically the area to which greater commitment is attributed to achieve the foreseen skills through the stage: Spanish Language and Literature. The main objective of this work is to discover the values this area contains, which contribute to the underlying person model in the royal decree, taking as reference the indicated axiological model of integral education. Method. We determine the implicit axiological hierarchy, as well as its educational implications, by means of a fundamentally qualitative documental research methodology based on content analysis technique (Bardin, 2002). Results. The results reveal the dominance of the intellectual values ​​and the pre-eminence, among the rest, mainly of the social ones, followed by the aesthetic and instrumental values. Significant data are also extracted, such as the scarce representation of affective or spatial values, and even the absence of ecological and corporal values. Discussion. It will be essential, therefore, in the interest of education being comprehensive, that these are attended to in other areas. Moreover, within the convenience of a transversal approach, it would be necessary that the different moments of curricular concretion of this subject take care also of the absent values.