Un elemento de prolongado consenso en la política educativa española: la acción educativa de España en el exterior

Authors

María José García RuizSalto de línea Universidad Nacional de Educación a Distancia (UNED). Facultad de Educación. Departamento de Historia de la Educación y Educación Comparada. Madrid, España.

Vicente Llorent BedmarSalto de línea Universidad de Sevilla. Sevilla, España.

DOI

10.4438/1988-592X-RE-2012-363-189

Abstract

The theoretical approaches of postmodernism and postcolonialism are indeed very critical with the actions of linguistic and cultural projection undertaken by emblematic institutions such as l’Alliance Française, the Goethe Institut, the British Council and the Instituto Cervantes. In spite of these criticisms, it can be stated that those institutions, not only develop an academically excellent task, but also indeed develop an extremely laudable and irreplaceable action in respect of the construction of the global multicultural and plurilingual societies. Spanish foreign educational policy stands as one of the most solid and stable elements of the precaurious consensus of the Spanish society in educational policy. Such policy is articulated by a coherent and stable legislative frame which has been constructed by the two main Spanish political parties. Spanish foreign educational policy is vertebrated by a collection of institutions of diverse kind which hold the common feature of developing an excellent education. The contents of the teachings in those institutions disseminate the excellence of the Spanish cultural and linguistic heritage. The Spanish teachers that teach abroad hold certain knowledge, aptitudes and motivation and readiness which are not equally present in the Spanish teaching forece that does not participate in those programmes. It can be stated that, if PISA assessements had been undertaken on the basis of our pupils abroad, the ranking of Spain in PISA would have been very different. The excellence of the task and performance of the Spanish teaching abroad requires a diffusion and a presence in the educational debate of Spanish society far much higher than the one it has in the present.

Keywords

Postmodernism, plurilingüism, teaching in foreign countries, teaching centers belonging to the Spanish State, Spanish sections, bilingual sections, Spanish language and culture groupings and classrooms.