Dehistoricization and teacher training. Comparative study of the Primary Education Degree in Catalonia, the Valencian Community, and the Balearic Islands

Given the imminent update of the requirements to get the study plans of the Primary Education Teaching degree accredited, and in a context of dehistoricization of the pedagogical knowledge and of a distancing of historical-educational disciplines from teacher training, this paper addresses the current state of teaching History of Education in Catalonia, the Valencian Community, and the Balearic Islands. The comparative analysis of the study programs and syllabus of the sixteen universities that offer the degree in the academic year 2022-2023 is carried out in order to assess both the specific weight occupied by these teachings in the initial teacher training, as well as the approach, objectives, and contents adopted. In order to clarify the role and form that the subject should adopt in order to contribute as best as possible to the training of future teachers, criticism of the presence and approach of teaching History of Education is put into discussion not only with recent literature, but also with the latest ministerial proposals for the organization of studies and with the subsequent allegations presented by the corresponding academic societies.