Identificación nacional y enseñanza de la historia1970-2008

Abstract

This paper examines the teaching of history in secondary education in Spain since the 1970 reform. Beginning with the justification of the use of the notion of identification over the concept of national identity, we discuss the changing role of school history in promoting this identification in Spanish population after the 70�s with these sections: national identification and History teaching before 1970; the crisis of the nationalist historiographies and the 1970 Ley General de Educación; the strength of nationalist stereotyping in the BUP; the pedagogic innovation during the democratic transition; the LOGSE (1990) and its reformist inconsequence; nationalist stereotyping: from centre to periphery and from periphery to centre; the neoconservative offensive in the 90�s; the recovering of the general History: from Atapuerca to the euro. The paper concludes with a reflection of the need for a new perspective of History teaching and learning in the XXI century