Children from 6 to 12 years of Primary will study Prehistory, the Ancient Age or the Middle Ages with a gender perspective. This knowledge is included in the subject Knowledge of the Natural, Social and Cultural Environment of this stage and is part of the royal decree of minimum teachings to which ABC has agreed. This will be approved briefly in the Council of Ministers.
The norm of the Ministry of Education indicates, as a specific competence of the aforementioned subject, the need to "know people, relevant social groups and ways of life of societies from Prehistory to Ancient Age, incorporation of the gender perspective". The same text is replicated when referring to the study of the Middle Ages. The
gender perspective floods the entire curriculum of children from 6 to 12 years old. It appears in the study of all subjects: Mathematics, Physical Education, Education in Civic and Ethical Values or Spanish Language and Literature.
It is the same pattern that repeats in the Infant curriculum, already approved by this newspaper. But the presence of the gender perspective is limited to the norms of the Ministry of Education. Impregnated all the new legislations. The Science law obtained gender 'commissioners' in research teams, while the Law on Universities (approved in the first round in the Council of Ministers) also includes a gender perspective and provides for the inclusion of "equality units" on campus , of diversity, of the defense of the university and of the inspection of services”. Although this type of unit already exists in practice in many public universities, the law puts it on paper.
What does the inclusion of the gender perspective in the study of History mean? “If one is dealing with this expression of incorporating the situation of women, the history of women and gender relations go back in these historical stages, nothing to object to because it is also nothing new, that is already being done. Now, if that means something else, it is strange because in historiography and in the normal practice of teaching History at those levels, as far as I know, there is no other way to interpret this so-called 'gender perspective' as a wake-up call to talk about the situation of women”, said Enrique Moradiellos, professor of History at the University of Extremadura and full academician of the Royal Academy of History (RAH).
plagiarism study
Moradiellos reflects on what the ministry of Pilar Alegría really means with a gender perspective in the aforementioned historical stages: she has a known social status, she has important figures, etc. If by gender, as some believe, it is a cultural construction, hybrid, fluid and so on as some sometimes suggest, I don't know what they mean, ”he reflects. In the Knowledge of the Natural, Social and Cultural Environment assignment, there also appears to be a need to study the professions related to science and technology from a gender perspective, to the point of addressing the “forms and modes of social interaction in public spaces from a gender perspective”. gene».
Some versions of the Primary text were already known but the latter incorporates novelties, such as the study of plagiarism. It is addressed in the subject of Artistic Education together with copyright.
Also mention that it also appears in this and other curricula such as Compulsory Secondary Education (ESO) or Baccalaureate (both not yet approved) is the study of democratic memory. Thus, in the third cycle of the Primary stage it is established: “The democratic memory. Multi-causal analysis of the process of building democracy in Spain. The 1978 Constitution. Formulas for citizen participation in public life”. However, this assignment (the aforementioned Knowledge of the Natural, Social and Cultural Environment) does not address, for example, the study of the solar system. It is also a claim of imports that they asked the Ministry of Education to include this content but it has denied considering that "the detail of the proposal does not correspond to the minimum teachings." However, in the Lomce (previous rule of the popular ones), better known as the 'Wert law', the study of the Solar System does appear in the curriculum of minimum Primary education in the assignment of Social Sciences.
Rocks and minerals
The Spanish Association for the Teaching of Earth Sciences, (Aepect); the Geological Society of Spain (SGE); the Illustrious Official College of Geologists (ICOG) and the Spanish Conference of Deans of Geology (CEDG) have asked the ministry to incorporate this and other content such as the planets or the movements of the Earth and their effects on daily life: succession of night and day, the calendar. Dynamics of the planet: internal processes and external processes.
“Ecosocial awareness”
Children aged 6 to 12 years must also study the "history and culture of the ethnic minorities present in our country, particularly those of the Roma people" and acquire an "ecosocial awareness" that addresses the study of the green economy. And it is added in this same section: “The influence of the markets (of goods, financial and labor) in the life of citizens. Economic agents and labor rights from a general perspective. The social value of taxes. Social and environmental responsibility of companies. Advertising, responsible consumption (needs and desires) and consumer rights”.
In Physical Education there is a strange mention of ecology, a topic that is almost as present as gender perspective. The text of this subject indicates that "the development of attitudes committed to the environment and its materialization in behaviors based on conservation and sustainability will be associated with a fundamental competence for life in society that must begin to be adopted at this stage".
In any text that articulates the decree, already known issues appear such as the appearance of a new assignment, the aforementioned Civic and Ethical Values or the allusion that the assignment of Religion will have an alternative. What does that mean? That the student who decides not to study Religion will be able to choose another instead (mirror subject) so that whoever does not take it will have something to do, that is, it will not be an option to be able to go to recess or go home, which would generate a generalized rejection of the religion. However, the concertada is not happy with the 'mirror' or alternative assignment because it considers it 'decaffeinated'. In fact, the text indicates that the activities proposed for those who do not opt for Religion "will be aimed at strengthening the most transversal aspects of the curriculum, favoring interdisciplinarity and the connection between the different knowledges". Finally, the text says that the children will be able to repeat only once throughout the entire stage and that it will be exceptional.
