{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,6]],"date-time":"2025-11-06T12:29:57Z","timestamp":1762432197253,"version":"3.40.5"},"reference-count":54,"publisher":"Oxbridgepublishinghouse","issue":"73","funder":[{"DOI":"10.13039\/501100004837","name":"Ministerio de Ciencia e Innovaci\u00f3n","doi-asserted-by":"publisher","award":["PID2019-107383RB-100"],"award-info":[{"award-number":["PID2019-107383RB-100"]}],"id":[{"id":"10.13039\/501100004837","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["revistacomunicar.com"],"crossmark-restriction":true},"short-container-title":["Comunicar: Revista Cient\u00edfica de Comunicaci\u00f3n y Educaci\u00f3n","Comunicar: Media Education Research Journal","Revista Comunicar"],"published-print":{"date-parts":[[2022,10,1]]},"abstract":"<jats:p>In a historical moment, where the future is considered a threat, it seems highly relevant to teach the ability to imagine desirable futures. In line with this, Education for the Future (EF), from the Anglo-Saxon tradition, represents a reference to give a response to negative images about the idea of the future. On the other hand, the competences for democratic culture defined by the Council of Europe provide the basis for the elaboration of a theoretical framework that includes the imagination of democratic and sustainable futures as one of its main conceptual axes. Given this theoretical context, this study analyses official documents of public policies carried out in the Iberian context, to examine the treatment of the idea of future in education systems. Specifically, three levels of public policies have been studied: state educational laws, primary education curricula and institutional teacher training policies. The public policies have been analysed using the normative method of content analysis, with a syntactic sampling strategy, calculating the absolute and relative frequency of the units of analysis. Results show that there are few references to the construction of the concept of the future in public policies and suggest that the opportunity to educate others on the imagination of desirable futures may be being wasted.<\/jats:p><jats:p>En un momento hist\u00f3rico en el que el futuro se concibe como una amenaza, parece altamente relevante educar en la capacidad de imaginar futuros deseables. En esta l\u00ednea, la Educaci\u00f3n para el Futuro (EpF), de tradici\u00f3n anglosajona, representa una referencia de trabajo para responder a las im\u00e1genes negativas sobre la idea del provenir. Por otro lado, las competencias de cultura democr\u00e1tica definidas por el Consejo de Europa dan pie a la elaboraci\u00f3n de un marco te\u00f3rico que incluye la imaginaci\u00f3n de futuros democr\u00e1ticos y sostenibles como uno de sus principales ejes conceptuales. Dada esta interjecci\u00f3n te\u00f3rica, el presente estudio analiza documentos oficiales de pol\u00edticas p\u00fablicas llevadas a cabo en \u00e1mbito ib\u00e9rico, para examinar el tratamiento de la idea de futuro en los sistemas educativos. Concretamente, se han estudiado pol\u00edticas p\u00fablicas a tres niveles: leyes educativas estatales, curr\u00edculos de Educaci\u00f3n Primaria y pol\u00edticas institucionales de formaci\u00f3n docente, para indagar cu\u00e1l es la presencia del eje conceptual sobre la imaginaci\u00f3n de futuros en estos documentos. Las pol\u00edticas p\u00fablicas han sido analizadas mediante el m\u00e9todo normativo de an\u00e1lisis de contenido, con una estrategia de muestreo sint\u00e1ctico, calculando la frecuencia absoluta y relativa de unidades de an\u00e1lisis. Los resultados muestran que hay escasas referencias a la construcci\u00f3n del concepto de futuro en las pol\u00edticas p\u00fablicas, y dan a entender que se puede estar desaprovechando la oportunidad de educar para la imaginaci\u00f3n de futuros deseables.<\/jats:p>","DOI":"10.3916\/c73-2022-05","type":"journal-article","created":{"date-parts":[[2022,6,27]],"date-time":"2022-06-27T18:08:54Z","timestamp":1656353334000},"page":"57-67","update-policy":"https:\/\/doi.org\/10.3916\/crossmark-policy","source":"Crossref","is-referenced-by-count":3,"title":["Imagination, education for the future and democratic culture: Educational policies in the Iberian Peninsula"],"prefix":"10.58262","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7003-0019","authenticated-orcid":false,"given":"Marina","family":"Casadell\u00e0","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7054-8819","authenticated-orcid":false,"given":"Mariona","family":"Massip-Sabater","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8597-0994","authenticated-orcid":false,"given":"Neus","family":"Gonz\u00e1lez-Monfort","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6500-844X","authenticated-orcid":false,"given":"Alfredo","family":"Dias-Gomes","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3159-8362","authenticated-orcid":false,"given":"Maria-Jo\u00e3o","family":"Barroso-Hortas","sequence":"additional","affiliation":[]}],"member":"36997","published-online":{"date-parts":[[2022,10,1]]},"reference":[{"key":"ref=1","unstructured":"Almendro, R. 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