In Sociology of Education there is a classical question: Why does the education system exist in a society? The answers to the question are numerous and change according to the time. But among them, it should be noted that the main objective of the school is the creation of future workers, and that through the educational system it is intended to create future citizens. The economic function and politics, respectively, are usually mixed together. Today, I'd like to look at the second, the political function of the school.

This role of the school as a source of citizenship is linked, throughout the territory, to certain elements. As we know, education systems do not create citizens of the world, but citizens who are associated with certain elements. Citizenship is transmitted in schools, but that citizenship cannot be, cannot be neutral, and nationality is transmitted at the same time. We also know, and it is a beloved topic of Sociology of Education, that many of the things that are transmitted in schools are unconsciously propagated: gender perspectives, competitiveness, national perspective, etc. It's spread through the hidden resume, even if it's not written anywhere, sometimes without anyone realizing, all those values, those visions, those questions.

We were talking about citizenship. An education system that creates citizens. Where do education systems in the Basque Country come from? It may not be the main problem of the education system, but it is a fundamental issue from the point of view of a stateless nation, if one does not want to relegate the transmission of non-state national identity as a private matter.

At first glance, if one considers the relations between the political forces, it would be predictable that this issue was clear in the educational system of the western Basque Country, in the CAV. From the Abertzale majority, try to work the Basque national vision mainly in the educational system, and not only the transmission of the Spanish national perspective, with the Basque regional component. Highlight, within the limited competencies, at least, the entire Basque Country in the materials used, maps, themes and general vision. And let this line be similar among the majority of students, both in the public network and in the concerted centers. Then, knowing that the hidden resume is going to do its job, that somehow there's an address.

It seems to me, however, that the fundamental role of the school in the transmission of the Basque national perspective, which is not claimed, is often not apparent and is sometimes unaware of it. Or it's assigned to educational centers or groups of teachers, as a local decision. In the debate on the Basque Education Act last year, for example, this issue did not reach large public dimensions, even if it was a fundamental basis.

The transmission of knowledge is also a battlefield, also linked to the national perspective. A people who do not speak of themselves in their schools suffer from an epistemic injustice, although this action is carried out without much awareness and awareness. In this sense, it is a pleasure to know the research works that deal with the national identities transmitted in educational centers, as recently published by Jon Fernández Iriondo in the journal Uztaro, Subliminal Nationalism(s) and textbooks: national literacy parallel with the title of the Autonomous Community of the Basque Country.

We need to reflect.