Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudiocomparativo, España - Francia - Inglaterra = Historiographical approaches and social representations in textbooks. A comparative study, Spain - France - England

Abstract

This paper analyzes the historiographical approaches and national, European and extra-European social representations on textbooks of Secondary Education in Spain, France and England. We have chosen for the sample 18 textbooks of the first two years of secondary education in the three countries. We have selected three publishers of big presence in classrooms in each of the territories (Anaya, Oxford and VicensVives for Spain; Belin, Bordas and Lelivrescolaire for France, and Collins, Heinemann and Hodder Education for England). The results show different historiographical approaches in textbooks analyzed, with a greater weight of structuralism and positivism in the Spanish case; a clear influence of the latest generations of Annales in the French case; and an important weight of social history and history from below in the English case. Also the three countries differ in social representations. French and Spanish textbooks raise the historical account within a European framework of which they feel participants. However the English textbooks present the construction of the English nation (especially in the centuries of the Middle Ages and Modern Age) from a very Anglocentric perspective