FINANCIAL ECONOMICS IN THE SCHOOL CONTEXT IN SPAIN: IDEOLOGICALLY MARKING EDUCATION

Abstract

This article is derived from the research carried out in a school in the autonomous community of Andalusia, Spain, which under the current Organic Law 8/2013 from December 9th for the Improvement of Educational Quality (LOMCE) contemplates the subject of Economics in the cycle of Compulsory Secondary Education (ESO) in the fourth year. The essential objective of this research has been to investigate the guidelines established by the Organization for Cooperation and Development (OECD) to incorporate financial education into educational curricula, and their reflection in the school context. With this purpose a naturalistic design based on an instrumental case study was carried out at an ESO institute in the Andalusian Community. As for the results and conclusions, special relevance has been given to the tandem formed by the LOMCE and the economic organizations and financial institutions in the definition of the educational policies that outline the teaching of Economics contents in the school, as well as their incidence in the construction of mental schemes referred to the economic on the part of the students of this subject.