Papers in Economics: what a flipped classroom experience with non-economists might offer to Public Economics teaching

The aim of this work is to discuss the potentialities that might stem from the use of scientific-informative papers in Economics as pedagogical resource for teaching topics in Public Economics for undergraduate students. The discussion of scientific papers is a worldwide (and best practice) teaching methodology in postgraduate studies in Economics, which is gradually accepted as teaching resource at the undergraduate level in Spain. The proposal is based on the results achieved by the experience carried out in the subject Economic Structure of Spain, an optional subject pertaining to the fourth year in the Degree in Labor Relations and Human Resources of the University of Zaragoza, for whose teaching Papeles de Economía Española was used as theoretical resource. Based on the results achieved, the complimentary use of scientific-informative papers for teaching topics in Public Economics seems to be a sensible proposal.