Qualitative approach to the incorporation of "landscape" in the new Organic Law of Non-University Education (LOMLOE)

Abstract

In this article, an analysis is carried out, from an educational perspective, of the incorporation of the landscape in the new educational legislation of basic education in Spain. For this, a qualitative and interpretive reading of the new curricular proposals in primary and secondary education has been carried out, both of the new Organic Law of Education (2020) and of the curricular developments of the autonomous communities of Madrid and Aragon. In a complementary way, the treatment given to the landscape theme in a series of textbooks from the publishers most widely used by teachers is also analyzed. The results obtained, although with nuances, point in the direction that educational approaches to landscape have evolved very little in the last decade and barely include the rich visions and contributions that Fernando González Bernáldez made in his publications. Visions in which education should make a greater commitment to incorporate the "hidden" or cryptosystemic dimensions of the landscape or its spatiotemporal dynamic approach or a more interdisciplinary socio-ecological integration.