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espanolEn este trabajo se analizan los marcos curriculares de las diferentes leyes educativas de la democracia para identificar y comparar sus caracteristicas mas distintivas, su grado de flexibilidad y la autonomia que otorgan a los centros y al profesorado para la concrecion y el desarrollo del curriculum. Del analisis se concluye que, del curriculum abierto y flexible de la primera ley de la democracia, se ha transitado a un curriculum mas cerrado y prescriptivo, que de forma indirecta recupera la pedagogia por objetivos y situa al profesorado en una perspectiva tecnica de la ensenanza. El analisis de los textos confirma esa tendencia en el area de Educacion Fisica, donde el profesorado va a encontrarse con un curriculum muy concretado por las administraciones educativas sin que se haya articulado un proceso de reflexion y discusion profesional al respecto. EnglishThis paper analyses the curriculum framework of the different Education Acts through democracy in order to identify and compare their most distinctive features; their flexibility and the granted autonomy for schools and teachers, in order to materialise and develop the curriculum, is also dealt with in this contribution. The analysis concludes that the open and flexible curriculum of the first Education Acts in democracy has evolved towards a more closed and prescriptive curriculum, which indirectly leads into an objectivebased pedagogy and places the teacher in a technical teaching role. The texts’ analysis confirms this trend in the Physical Education area, in which teachers will meet with a highly materialized curriculum stated by educational authorities, which has not been previously reflected or discussed by professionals and educational agents involved.

The Physical Education curriculum design in Spain: A critical review from the LOGSE to the LOMCE