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2025-09-30
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info:eu-repo/semantics/openAccess
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Ministerio de Educación y Formación Profesional
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Resumen
Desde la Ley General de Educación de 1970, los libros de texto en España han experimentado transformaciones marcadas por cambios en los contenidos curriculares de enseñanza, la consolidación de grandes grupos editoriales y la modernización en el diseño gráfico. Los contenidos se van ajustando al curriculum y las editoriales van asumiendo un rol más influyente en su concreción y materialización. Autores e ilustradores evolucionan hacia equipos de profesores de universidad expertos en sus campos disciplinares, y equipos con responsables de fotografía e ilustraciones. En las renovaciones gráficas influye la reestructuración del texto principal y la explosión de la imagen. El texto se aleja de su forma lineal, adoptando formatos breves, la ilustración incrementa en número, tamaño y naturaleza, y aumenta la presencia de elementos paratextuales de transmisión de la información: tablas, gráficos, mapas, diagramas. A pesar de los cambios políticos constantes —con alternancias entre gobiernos de signo socialista y conservador— y la sucesión de distintas leyes educativas, los libros de texto han demostrado una notable capacidad de adaptación a los contextos políticos, sociales, económicos y tecnológicos. Su diseño y estructura han ido evolucionando para responder a las nuevas necesidades y demandas pedagógicas, integrando enfoques más visuales e interactivos que facilitan la comprensión de los contenidos y fomentan un aprendizaje más dinámico y contextualizado, a la vez que simplificando los textos y el conocimiento transmitido.
Since the enactment of the General Education Law of 1970, textbooks in Spain h0ave undergone significant transformations, shaped by a combination of factors including changes in curricular content and teaching models, the diversification of regional curricula, the removal of prior authorization requirements, the consolidation of large publishing groups, and modernization in design. Significant changes have also occurred in the authors and illustrators of school textbooks. They have evolved into teams of teachers, experts in their respective disciplines, as well as teams of professionals specializing in photography, illustration, and design. Editorial renewals are influenced by the restructuring of the main text and the increasing prominence of visual content. The text moves away from its linear form, adopting concise formats; illustrations increase in number, size, and diversity; and the prevalence of paratextual elements for conveying information, such as tables, charts, maps, and diagrams, significantly rises. Their design and structure have gradually evolved to address new pedagogical needs and demands, integrating more visual and interactive approaches that facilitate content comprehension and promote a more dynamic, contextualized learning experience. Despite ongoing political shifts and the succession of various educational laws, textbooks have demonstrated a remarkable ability to adapt to political, social, economic, and technological contexts. However, the use of school textbooks remains a subject of debate: some educators employ them passively, while others adopt an active and critical approach. The critical approach is essential for effectively selecting, adapting, and applying instructional resources —including textbooks— in the classroom, as well as for teaching students to read, comprehend, and interpret evolving texts.
Since the enactment of the General Education Law of 1970, textbooks in Spain h0ave undergone significant transformations, shaped by a combination of factors including changes in curricular content and teaching models, the diversification of regional curricula, the removal of prior authorization requirements, the consolidation of large publishing groups, and modernization in design. Significant changes have also occurred in the authors and illustrators of school textbooks. They have evolved into teams of teachers, experts in their respective disciplines, as well as teams of professionals specializing in photography, illustration, and design. Editorial renewals are influenced by the restructuring of the main text and the increasing prominence of visual content. The text moves away from its linear form, adopting concise formats; illustrations increase in number, size, and diversity; and the prevalence of paratextual elements for conveying information, such as tables, charts, maps, and diagrams, significantly rises. Their design and structure have gradually evolved to address new pedagogical needs and demands, integrating more visual and interactive approaches that facilitate content comprehension and promote a more dynamic, contextualized learning experience. Despite ongoing political shifts and the succession of various educational laws, textbooks have demonstrated a remarkable ability to adapt to political, social, economic, and technological contexts. However, the use of school textbooks remains a subject of debate: some educators employ them passively, while others adopt an active and critical approach. The critical approach is essential for effectively selecting, adapting, and applying instructional resources —including textbooks— in the classroom, as well as for teaching students to read, comprehend, and interpret evolving texts.
Descripción
La versión registrada de este artículo, publicado por primera vez en “Revista De Educación, 410, (2025), 243–272", está disponible en línea en el sitio web del editor: Ministerio de Educación y Formación Profesional, https://doi.org/10.4438/1988-592X-RE-2025-410-712
The registered version of this article, first published in “Revista De Educación, 410, (2025), 243–272", is available online at the publisher's website: Ministerio de Educación y Formación Profesional, https://doi.org/10.4438/1988-592X-RE-2025-410-712
The registered version of this article, first published in “Revista De Educación, 410, (2025), 243–272", is available online at the publisher's website: Ministerio de Educación y Formación Profesional, https://doi.org/10.4438/1988-592X-RE-2025-410-712
Categorías UNESCO
Palabras clave
Libros de texto, Curriculum, Editoriales, Autores, Textualidad, Textbooks, Curriculum, Publishers, Authors, Textuality
Citación
Ossenbach Sauter, G., Mahamud Angulo, K., & Beas Miranda, M. (2025). Evolución de los libros de texto en España en los últimos cincuenta años. Revista De Educación, 410, 243–272. https://doi.org/10.4438/1988-592X-RE-2025-410-712
Centro
Facultad de Educación
Departamento
Historia de la Educación y Educación Comparada
Grupo de investigación
Centro de Investigación MANES