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National children’s and youth literature is a fundamental medium in shaping both national and cultural identity. This study aims to examine the extent to which Panamanian author’s children’s and youth literature is integrated into the national curriculum and programs of study for the Spanish subject in elementary education in Panama. For this purpose, an analytical-descriptive methodology was employed, involving a comprehensive study of documentary and bibliographic sources of interest.
It is concluded that, although national and cultural identity formation is established as one of the goals and objectives of the educational system by the Constitution and the Organic Law of Education, there is a rupture in sequence, continuity, and integration of such formulations in the design of the curriculum and programs of study of the Spanish subject.
Due to the importance of curricular plans and programs as guiding instruments of the teaching-learning process at the national level, the need to reconsider them is recognized, to strengthen the formation of national and cultural identity through reading, appreciation, valuation, and creative expression of children’s and youth literature works by Panamanian authors.
