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2025-07
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info:eu-repo/semantics/openAccess
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Universidad Nacional de Educación a Distancia (UNED)
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Resumen
Esta investigación identifica y examina las representaciones pictóricas incluidas en ocho libros de texto de Ciencias Sociales publicados en España durante las décadas de los ochenta y noventa del siglo XX, dirigidos a estudiantes de entre doce y dieciséis años. El estudio analiza la autoría, la procedencia, el contenido y la pertinencia pedagógica de las obras seleccionadas como parte de los contenidos educativos. Los objetivos de esta investigación son determinar el grado de exposición al arte pictórico mostrado por estos libros de texto, evaluar el tratamiento de nociones y conocimientos socioculturales a través de dichas representaciones y explorar su potencial para la formación transcultural. El análisis se fundamenta en enfoques teóricos sobre el poder transmisivo de las imágenes y la capacidad transcultural inherente a las producciones artísticas. Los hallazgos evidencian deficiencias en la reproducción de las obras pictóricas, tanto en términos de calidad como de manipulación, una prevalencia de perspectivas eurocéntricas y una ausencia de contextualización que limita su capacidad para generar conexiones e intercambios culturales. Asimismo, se identifica una correspondencia insuficiente entre gran parte de las obras representadas y los contenidos curriculares, así como errores significativos de índole informativa y contextual en la presentación de las obras.
This study identifies and examines the pictorial artworks featured in eight Social Sciences textbooks published in Spain during the 1980s and 1990s, intended for students aged twelve to sixteen. The analysis focuses on the authorship, origin, content, and suitability of the selected artworks included as part of the educational contents. The objectives of this research are to determine the extent of exposure to pictorial art provided by these textbooks, to assess how their inclusion addressed sociocultural concepts and knowledge, and to explore their potential for transcultural education. The investigation is grounded in theories concerning the transmissive power of images and the transcultural potential inherent in artistic productions. The findings reveal a deficient reproduction of pictorial artworks in terms of both quality and manipulation, a predominance of a Eurocentric perspective, and a lack of contextualization that prevents the artworks from fostering cultural connections and exchanges. Additionally, the study identifies an inadequate correspondence between many of the represented artworks and the study topics, as well as significant informational and contextual inaccuracies in the presentation of the artworks.
This study identifies and examines the pictorial artworks featured in eight Social Sciences textbooks published in Spain during the 1980s and 1990s, intended for students aged twelve to sixteen. The analysis focuses on the authorship, origin, content, and suitability of the selected artworks included as part of the educational contents. The objectives of this research are to determine the extent of exposure to pictorial art provided by these textbooks, to assess how their inclusion addressed sociocultural concepts and knowledge, and to explore their potential for transcultural education. The investigation is grounded in theories concerning the transmissive power of images and the transcultural potential inherent in artistic productions. The findings reveal a deficient reproduction of pictorial artworks in terms of both quality and manipulation, a predominance of a Eurocentric perspective, and a lack of contextualization that prevents the artworks from fostering cultural connections and exchanges. Additionally, the study identifies an inadequate correspondence between many of the represented artworks and the study topics, as well as significant informational and contextual inaccuracies in the presentation of the artworks.
Descripción
La versión registrada de este artículo, publicado por primera vez en Historia y Memoria de la Educación, (22), 163–205, está disponible en línea en el sitio web del editor: https://doi.org/10.5944/hme.22.2025.43229.
The registered version of this article, first published in Historia y Memoria de la Educación, (22), 163–205, is available online from the publisher's website: https://doi.org/10.5944/hme.22.2025.43229
Categorías UNESCO
Palabras clave
Ciencias Sociales, libros de texto, obras pictóricas, transculturalidad, paintings, social sciences, textbooks, transculturality
Citación
Hernández-Laina, Y., & Mahamud-Angulo, K. (2025). Art in Spanish Social Science textbooks (1980–2000): A narrative of an educational disappointment. Historia y Memoria de la Educación, (22), 163–205. https://doi.org/10.5944/hme.22.2025.43229
Centro
Facultad de Educación
Departamento
Historia de la Educación y Educación Comparada