Este trabajo, en la línea de las investigaciones realizadas sobre la historia de las disciplinas y del currículum, tiene como objetivo fundamental conocer los antecedentes y la evolución de la enseñanza de la física y química en España en la educación secundaria durante el período 1900-1936. Analizamos los planes de estudio, el colectivo de catedráticos de instituto que las impartía, su actualización científico-pedagógica y profundizamos en aspectos que incidieron en la modernización y puesta en práctica de nuevas orientaciones metodológicas. Destacamos la labor realizada por la Junta para Ampliación de Estudios y el Instituto-Escuela de Madrid con profesores renovadores como José Estalella, Andrés León, Miguel Catalán, etc., que proporcionaron nuevos enfoques para la enseñanza de estas materias relativos a los contenidos, libros de texto, realización de experiencias prácticas, material científico y la utilización de las salidas de campo y visitas escolares como recurso importante para la enseñanza de estas disciplinas. / This work, in line with the research carried out on the history of school subjects and curriculum, aims to understand the background and status of the teaching of physics and chemistry in Spain in secondary education during the period 1900-1936.We analyzed the curriculum, the group of professors teaching the above subjects, and their scientific and pedagogical updating. Moreover, we thoroughly dealt with some aspects affecting the modernization and implementation of new methodological guidelines. We highlighted the work done by the Junta para Ampliación de Estudios and the Instituto-Escuela of Madrid with some innovative teachers as José Estalella, Andres León, Miguel Catalán, among others. These provided new approaches to the teaching of the subjects related to the contents, textbooks, the carrying out of practical experiences, scientific material and the use of field and school trips visits as an important resource for the teaching of these subjects.

When it comes to the foreign language teaching in Sweden, there are, amongst others,  two recommendation direction documents that serve as help and support to achieve an appropriate acquisition and teaching of the foreign language. These documents are the courseplan for foreign languages by GY11 that is established by the Swedish department of education and the Common European Framework of Reference for languages, that’s been written by the European Council. In this essay, we have chosen to analyse wheather or not three Spanish textbooks, Caminando 3, Alegría 3 and Vistas 3, reflect the goals that are established in these two documents. When we analyse the textbooks we are only taking two aspects of language learning into account, these are the cultural aspect and the aspect of oral interaction. In order to complement the investigation we have handed out questionnaires to eight Spanish teachers, that work in a commune in the south of Sweden, where we ask them if they try to implement the goals established by these two documents in their teaching, if they have any knowledge about these documents, and whether they find that these three textbooks reflect these goals or not. The textbook analysis shows that all of the three books accomplish the goals set by the two direction documents when it comes to both aspects. According to our investigation the book that presents the best reflection is Vistas 3, which also is the only book published after the actualisation of the courseplan of GY11.                                                                        However, the majority of the teachers believe that they know the means of both direction documents. Even so, it is clear that the course plan is the document that is best known and that the mayority of the teachers have been educated about its goals, which is the opposite of the results of the same questions concerning the Common European Framework of Reference for languages. In addition, the majority of the teachers say that they do not try to implement the goals of this document in their teaching. Then again the results of the courseplan are different as it says that the majority of the teachers actually try to implement and take notice of this document, and its goals, in their teaching.           When it comes to the questionnaire results of the textbooks, Alegría 3 has the best results. It is considered to accomplish the established goals by both documents and to serve as a functionable tool in the teaching of the two aspects. The majority results of Vistas 3 and Caminando 3 is that they are only considerd to partly accomplish the goals of the documents of directions, and to partually serve as good tools in teaching of the two aspects. To sum up, the questionnaire results of Vistas 3 and the results of the analysis don’t correspond. This might be because of the lack of knowlede that one of the teachers, who wasusing this book, had concerning the documents of direction. In conclusion, it is important to remember that the textbooks shouldn’t be used as the only teaching material to follow the guidelines of the direction documents.

Este trabajo indaga en los antecedentes,orígen y evolución de la enseñanza del Dibujo desde que aparece como disciplina escolar a partir del modelo educativo liberal en 1836 hasta 1936. La primera parte de este estudio, que abarca cien años, analiza el proceso de evolución y consolidación de esta materia como disciplina escolar y cómo adquiere un caracter propio y alcanza la consideración necesaria para formar parte del curriculo de forma permanente. En este proceso de configuración intervienen de forma directa las orientaciones ideológicas de los diferentes gobiernos, el pensamiento pedagógico ilustrado, el desarrollo industrial y la I.L.E. En esta parte se investigan, asímismo, los manuales escolares ya que intervienen de forma directa en la definición del carácter, el objeto y los fines de la enseñanza del Dibujo, así como su actualización científica.La segunda parte de este trabajo se ocupa de los catedráticos de Dibujo de Segunda Enseñanza, pues también ellos intervienen de forma directa en la configuración de la asignatura, al ser ellos quienes escribían los libros de texto, redactaban los temarios y formaban los tribunales de oposición. Indagando, también, en su formación, en las pruebas selectivas que debían superar, en el desarrollo de las mismas y en los programas y memorias que aportaban. Ocupándonos, por último, de la relación de estos profesionales con la sociedad de su época y su intervención en numerosas actividades culturales y artísticas. / This essay deals with the background, origins and evolution of the teaching of Drawing since it appeared as a school subject within the liberal educational model in 1836 until 1936. The first part of this essay, which embraces one hundred years, analyses the process of development and consolidation of this discipline as a school subject, and how it gains independence and acquires the necessary consideration to form part of the curriculum in a permanent way. In this process of configuration, there is a direct influence from the ideological orientations of the different governments, from the enlightened pedagogical thinking, from the industrial development and the I.L.E.( Liberal Teaching Institution). Schools materials (books, resources.) are also analysed in this part, because they have a direct influence on the definition of the character, the object and the aims of the teaching of Drawing, as well as on its scientific update. The second part of this essay deals with the grammar-school teachers("catedráticos") of Drawing in Secondary Education ("Bachillerato"), since they also have a direct influence on the configuration of the subject, because they are the ones who wrote the textbooks, designed the curricula and formed the board of examiners for public competitions. Here we also analyse their training, the selection tests that they had to pass as well as the way they were developed, the programming and the reports they provided. Finally, we have also studied the relationship between these professionals and the society of their time, as well as their influence on so many cultural and artistic activities.