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dc.contributor.authorFerraz Lorenzo, Manuel 
dc.contributor.otherHistoria y Filosofía de la Ciencia, la Educación y el Lenguaje
dc.contributor.otherSí, Grupo interdisciplinar de investigación sobre el pasado educativo.
dc.date.accessioned2023-12-13T21:09:08Z
dc.date.available2023-12-13T21:09:08Z
dc.date.issued2019
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/34774
dc.description.abstractThe concept of consumption as a personal and social activity has evolved considerably over the years. The school, as an essential institution in the transmission and perpetuation of knowledge, has played a fundamental role in its definition and establishment, especially since the publication of the Ley General de Educación of 1970 and the complementary regulations that developed it. The aim of this paper is to describe, analyse and explain the changes that took place after the adoption of this Law with regard to «the revision of the contents of education, orienting it more towards the forma ti ve aspects». In addition, we will see sorne examples of how this is done in practice.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.ispartofseriesHistory of Education and Children's Literature, XIV. 1 (2019), pp. 557-575
dc.rightsLicencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 Internacional)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ES
dc.titleEl concepto curricular de «consumo» durante el tardofranquismo y la transición democrática en España (1969- 1982es_ES
dc.typeinfo:eu-repo/semantics/article
dc.subject.keywordStateen
dc.subject.keywordPolitical transitionen
dc.subject.keywordTextbooksen
dc.subject.keywordEducational currículumen
dc.subject.keywordSpainen
dc.subject.keyword20th Centuryen


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