Pepomich STUDY PLAN.

PRIMARY EDUCATION PROGRAM FOR THE ORIGINARY
PEOPLES OF MICHOACAN
PEPPOMICH.
CNT
SECTOR IX
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PRIMARY EDUCATION PROGRAM FOR THE ORIGINARY
PEOPLES OF MICHOACAN
PEPPOMICH.
CNT
SECTOR IX
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Plan and study program 2017. Indigenous Basic Education was prepared by academic staff of the General
Directorate of Indigenous Education, which belongs to the Undersecretariat of Basic Education of the Ministry of
Public Education.
The Secretariat of Indigenous Education appreciates the participation, in the development of this Plan and study
program, of the primary and indigenous education teachers, the Heads of Indigenous Education, and the technical
and support staff of the federal entities, as well as the contributions of academics and specialists from national
educational institutions, and the support of Sector IX of Indigenous Education, part of Section XIII Michoacán.
SECRETARY OF EDUCATION IN THE STATE OF MICHOACAN.

Mr. Alberto Frutiz Solis
GENERAL COORDINATION
Prof. Rutilio Morales Zalpa
General Director of Indigenous Education.
ACADEMIC COORDINATION
Mr. Guillermo Baldovinos Jacinto
Head of Department of Indigenous Primary Education
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RESPONSIBLE FOR THE CONTENTS
Ricardo Pedraza Sebastian. Gastón Jerónimo Cayetano. Agapito Peña Baltazar. Efraín
Cerano Antonio. Guillermo Nicolás Álvarez. Felipe Lucas Ramírez. Heraclius Ascencio
Francisco. Andrea Cipriano Gregorio. Anabel Pablo Ascencio. José Domínguez Tovar.
Antonio Vaca Peña. José Javier Ceja Ramos. Francisco Hernández Ascencio. Aureliano Soto
Rita. Juan Carlos Mariano Ortega. Francisco Reyes Quirós. Antonio Alonso Zacarías. Ana
Bella Enriquez Romero. Oscar Linares Bautista. Hilarino Hernández Hernández.
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Index P.
Presentation…………………………………………………………………………………………… 6
..
Justification…………………………………………………………………………………………… 7
…
Psychopedagogical Foundation…………………………………………………………………… 9
Methodological 16
Guidance………………………………………………………………………………
Project method…………………………………………………………………………………… 21
Planning…………………………………………………………………………………………. 24
Projects…………..……………………………………………………………………………………. 28
Graduation 29
profile…………………………………………………………………………………………....
Approach……………………………………………………………………………………………… 32
….
Time distribution……………………………………………………………………………….... 34
Contents…………………………………………………………………………………………... 37
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Assessment……………………………………………………………………………………………. 120
...
Biography……………………………………………………………………………………………… 125
....
Annexes……………………………………………………………………………………………… 126
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Presentation
The purpose of this program is to present to teachers, parents and educational authorities the curriculum for the level
of Indigenous Primary Education by Training Lines that began in 2017.
The program has been prepared by the General Directorate of Indigenous Education, using the powers conferred on
it by the Law, and in its preparation the suggestions and observations received throughout a consultation process
have been taken into account, in which Teachers from the same level participated, forming a collective of materials,
including the participation of sector IX as a union part of the level.
The study program is a means to improve the quality of education, addressing the basic learning needs of students
from the indigenous groups of the Country who live in a diverse and complex society, where the best way to raise
quality is to work with content starting from the community where they are located.
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The program is left in the hands of the teachers so that they can put it into practice, considering at all times the
contextualization of where they are, and if there are any observations, send them to the Directorate of Indigenous
Education where they will be taken into account.
Justification
For 50 years our level of indigenous primary education has been working on official programs, without taking into
account the knowledge of indigenous peoples, which is why our level of indigenous primary education has been
given the task of taking back the knowledge of the indigenous peoples, taking them as a basis for the inclusion of
knowledge in a study program that helps us develop the student's potential to the maximum. Taking the indigenous
people as a reference to meet the needs of its inhabitants, recover knowledge, knowledge, customs, traditions,
worldview, way and way of seeing the world.
Cultural diversity is so broad in our communities that it would be impossible not to take it into account. We can prove
that we can bring the knowledge of the communities into teaching practice and that it is not isolated from universal
content, but on the contrary, it helps us enrich what we already know. We know that we can convert the knowledge of
indigenous peoples into curricular content by giving them a focus and having a firm objective of why and for what to
teach, developing strategies that allow us to change the way of teaching and learning, for a coarser way
incorporating the worldview of each indigenous people.
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Due to the need of each level, we are involved in the commitment to develop a program that meets the needs of the
four regions of our level of indigenous education, this being approved and founded by the laws that govern us. We
can guarantee an education that regulates the knowledge of the people, and the contribution to society from the
preservation of its values and their diversity.
The need to resume the knowledge of indigenous peoples has been raised and therefore it is proposed to work
under seven lines of training; language, ethnomathematics, traditional technology, traditional medicine, worldview
and values, history and territory, and life and nature. These lines of training will be addressed in seven projects that
will allow us to recover the knowledge of indigenous peoples; ¨The family and the community¨, ¨Corn¨, ¨The origin
and evolution of peoples¨, ¨Economy (arts and crafts) ¨ and ¨Technology and media¨.
The proposed work plan aims to strengthen our cultural diversity, recover language, culture and traditions. Allow
communities to decide the destiny they want for their communities. We have the possibility to change the course that
has been managed with the official program, they have given us that flexibility and that openness to the level of
indigenous primary education.
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Psychopedagogical Foundation
MEXICO, A MULTI-ETHNIC AND MULTICULTURAL COUNTRY
Mexico is one of the countries that has distinguished itself in the world for its great social, ethnic, cultural and
linguistic diversity; It owes this great wealth to its different indigenous peoples.
According to data from the National Commission for the Development of Indigenous Peoples (CDI) in its Program for
the Development of Indigenous Peoples 2009-2012, the registered population of ethnic groups in Mexico totals more
than 10 million people who belong to one of the 68 linguistic groups existing in the country, whose children of primary
school age have a general coverage of 1,222,263 indigenous girls and boys.
CURRENT SITUATION OF INDIGENOUS EDUCATION
Indigenous peoples still today experience situations that make their access to education difficult due to various
social, economic and political factors. Information from the National Population and Housing Count 2010, from the
National Institute of Geography and Statistics (INEGI), indicates that the population between 6 and 14 years old that
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speaks indigenous languages and does not receive basic education instruction, represents 9.73% of the population
located in this age range, while the percentage corresponding to those who do not speak an indigenous language is
4.45%. That is, in the case of indigenous children, dropout is low, but it still represents double the coverage deficit
compared to non-indigenous children.
The regulatory scope of indigenous primary education is based on various legal documents that seek to organize and
strengthen national life, that of indigenous peoples and the task of indigenous education at this level. Legal
documents such as the Political Constitution of the United Mexican States, the General Law of Linguistic Rights of
Indigenous Peoples, the General Education Law and the 2007-2012 Education Sector Program constitute part of
said regulatory base.
Indigenous primary education also guides its task based on the international agreements and treaties that our
country has signed in terms of support for the sustainable social development of indigenous peoples.
NATIONAL DOCUMENTS
The Political Constitution of the United Mexican States is the fundamental document that guarantees the rights of all
citizens in our country. Since the end of the 20th century, it has had modifications that also recognize and safeguard
the rights of indigenous peoples. The philosophical-political foundation of all education in Mexico is supported by
Article 3 of the Constitution; It is of utmost importance in establishing the full, individual and collective guarantees that
indigenous girls and boys have to be educated from a perspective of equity and respect for their culture and
language. Thus, Article 3 establishes that “Every individual has the right to receive education.” This means that
education for any individual residing in Mexican territory is an undeniable right. He adds that it will be “democratic,
national and will contribute to better coexistence, avoiding racial privileges.”
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In section V it states: In addition to providing preschool, primary and secondary education indicated in the first
paragraph. The state will promote and provide for all types and educational modalities, including initial education and
higher education necessary for the development of the nation, support scientific and technological research, and
encourage the strengthening and dissemination of our culture.
Article 2 of the Constitution establishes the recognition of the multicultural composition and the strengthening of the
languages of the people, by defining in its introductory paragraph the rights of the people and communities to an
Indigenous education:
In Section A, Section IV, of said article it is stated that they must: “Preserve and enrich their languages, knowledge
and all the elements that constitute their culture and identity” and in Section B, Section II, it is commented that it is
necessary:
The Constitution establishes that the laws are applicable to the indigenous peoples and communities of Mexico.
General Education Law
It establishes in article 2 equality of opportunity and the right that every individual has to receive education. Likewise,
article 7, section IV, states that knowledge of linguistic plurality and the right to be educated in one's own indigenous
language will be promoted through education.
General Law on Linguistic Rights of Indigenous Peoples: This defines that it is the obligation of government
institutions to guarantee bilingual and intercultural education, free expression in indigenous languages and promote
their use and development as established in the following articles:
Article 5.

The State, through its three levels of government,—Federation, Federal Entities and municipalities—, in the areas of
their respective powers, will recognize, protect and promote the preservation, development and use of national
indigenous languages.
Article 9.
It is the right of every Mexican to communicate in the language they speak, without restrictions in the public or private
sphere, orally or in writing, in all their social, economic, political, cultural, religious and any other activities.
Article 11.
The federal educational authorities and the federal entities will guarantee that the indigenous population has access
to compulsory, bilingual and intercultural education, and will adopt the necessary measures so that the educational
system ensures respect for the dignity and identity of the people, regardless of their language. Likewise, at the
middle and higher levels, interculturality, multilingualism and respect for diversity and linguistic rights will be
promoted.
International agreement
Regarding the rights of boys and girls, international organizations such as the UN, UNESCO, UNICEF and ILO
Convention 169 of the International Labor Organization (ILO)
The ILO established this international convention on June 7, 1989. It states in its article 27 that educational programs
and services intended for indigenous peoples should be developed and implemented in cooperation with them, so

that they respond to their particular needs; encompass their history, their knowledge and techniques, their value
systems and all their other social, economic and cultural aspirations.
3. UNESCO universal declaration on cultural diversity
Universal Declaration of Linguistic Rights
(COGNITIVE CHARACTERISTICS OF STUDENTS ACCORDING TO AGE).
Cognitive development is understood as the set of transformations that occur in the characteristics and capacities of
thinking throughout life, especially during the development period, and through which the knowledge and skills to
perceive, think, understand and manage oneself increase. in the reality.
Among the different theories that describe cognitive development, we will focus on two of the important ones:
Piaget's theories and Vygotsky's theories.
Piaget's theory helps us understand how children interpret the world at different ages.
Vygotsky's will help us understand the social processes that influence the acquisition of intellectual abilities.
Piaget had a profound influence on our way of conceiving child development. He taught us that they behave like little
scientists trying to interpret the world. They have their own logic and ways of knowing, they follow predictable
patterns of development as they reach maturity and interact with the environment. Mental representations are formed
and thus operate and influence the environment in such a way that a reciprocal interaction occurs (children actively
seek knowledge through their interactions with the environment, which have their own logic and means of knowing
that evolve over time.

COGNOCISTIVIST STAGES.
Piaget was a phase theorist who divided cognitive development into four major stages: sensorimotor stage,
preoparational stage, concrete operations stage, and formal operations stages, each of which represents the
transition to a more complex and abstract way of knowing. .
In each stage it is assumed that the child's thinking is qualitatively different from that of the rest. According to Piaget,
cognitive development not only consists of qualitative changes in facts and skills, but also in radical transformations
of how knowledge is organized. Once a child enters a new stage, he or she does not regress to a previous way of
reasoning or functioning.
Piaget proposed that cognitive development follows an invariable consequence. That is, all children go through the
four stages in the same order. Stages are generally related to certain age levels, but the length of time a stage lasts
shows great individual and cultural variation.
STAGES OF PIAGET'S THEORY OF COGNOSCITIVE DEVELOPMENT

STAGE AGE CHARACTERISTICS
SENSORIOMOTOR. From Children learn purposeful behavior, means- and end-oriented thinking, and object permanence.
-The active child. movement at 2
years
PREOPERATIONAL. From 2 to 7 The child can use symbols and words to think.
-The intuitive child. years old. Intuitive problem solving, but thinking is limited by rigidity, centralization and egocentrism.
SPECIFIC From 7 to 11 The child learns the logical operations of serialization, classification and conservation.
OPERATIONS. years. Thought is linked to phenomena and objects in the real world.
-Practical child.
FORMAL From 11 to 12 The child learns abstract systems of thought that allow him or her to use propositional logic, scientific reasoning, and
years old and

OPERATIONS. up. proportional reasoning.
-The reflective child.
Vygotsky considers five concepts that are fundamental: mental functions, psychological abilities, the zone of proximal
development, thinking tools and mediation.
Mental functions There are two types of functions: higher and lower.
The inferior ones are those with which we are born, they are natural functions and are genetically determined.
Higher mental functions are acquired and developed through social interaction.
Since the individual is in a specific society with a specific culture, these functions are determined by the way of being
of that society. Higher mental functions are culturally mediated. Behavior derived from higher mental functions are
open to greater possibilities. Knowledge is the result of social interaction

FOUNDATION AND GENERAL GUIDELINES TO MEET THE LEARNING NEEDS OF STUDENTS
Methodological guidelines
The educational system of the native peoples of Michoacán, after fifty years of spending with the traditional
educational dynamic, today awakens with a new era of educational significance consisting of the implementation of
its own Plan and Program as an opposite alternative where the student stops being a subject of analysis of the
psychological explanation, or informal processing that does not meet the requirements of comprehensive training for
personal and community development, which involves experience, thought, affectivity and action in the social
environment in which the learner is immersed. .
The idea that the curriculum and the teaching of content should focus on the needs, interests and experiences of the
contextual, where learning is active, uses and transforms substantial changes in the person and their environment,
establishes a link between the classroom and the community, between school and life “from a sociocultural
constructivist perspective it is assumed that the student approaches knowledge as an active and
participatory learner, builder of meanings and generator of meaning in what he learns” (Arceo., 2006)
With the new approach, the educational intention of the indigenous student is to highlight the potential for learning
based on the relevant context, which means the readjustment of educational knowledge, emphasize the cultural
context for the acquisition of intellectual skills, so that students integrate in a gradual in community or culture of social

practices. “Learning and doing are inseparable actions. Students require learning in the relevant context.”
(Arceo., 2006) .
The contextual community approach to learning in the indigenous environment is not outside the theorization of
current constructivist authors such as Paulo Freire (1999), who postulates that education must be carried out in
experiential contexts for the formation of an autonomous citizen. “Knowledge is situated, because it is part and
product of the activity, the context and the culture in which it is developed and used .”
LANGUAGE METHODOLOGY
For the process of developing the LANGUAGE, this will use the communicative functional constructivist
approach in which the student expresses his feelings and emotions such as: dialogue, give opinions, inform, narrate,
give and receive instructions, present, argue and discuss in a manner real to how it unfolds in everyday
extracurricular life, so that it builds its own learning, which is learning meaningfully and reflectively through social
interaction according to the social situations of the place; In this way you will develop your four linguistic skills in a
healthy and objective way under the playful aspect, responsibility, interests, experiences and prior knowledge.
The role of the teacher, in addition to being bilingual, must have the pedagogical skills to provide the starting point for
the teaching-learning process under these characteristics, also actively participate in the search for community
knowledge, know the history of the people, their traditions and cultural social practices. , promoter of learning and
being a worthy representative of his ethnic group. Indigenous is being in contact with the community, living in the
community, actively participating in the search for community knowledge, being knowledgeable about the history of
the people, their traditions, being a worthy representative of their ethnic group and a promoter of learning .

ETHNOMATHEMATICS
Teaching ethnomathematics to students must be a tool that they recreate and evolve in the face of the need to solve
problems.
Numerous CONTEXTUAL situations of the family and community must be specified that present them with a
problem, a challenge, and generate their own resources to solve them, using the knowledge they already possess.
Its resources will be informal at first, but little by little, with the experiential interaction with adults, their peers and the
help of the teacher, they will evolve towards the formalization of knowledge, it is about learning mathematics by
solving problems, this methodology involves recovering the meanings of knowledge, contextualizing it again, that is,
putting it in situations in which it makes sense for the student, by allowing him to solve the problems that arise, must
be practice - theory - practice.
Life and nature.
The proposal to work on this line of training is through the inductive and deductive method , through which the
child is encouraged to develop learning through observation, research and experimentation, through the direct
relationship of the subject with the object of knowledge with the different natural and social processes that develop
within the work context, this promotes learning with direct applications in their community, training people with
concerns to explore the events that occur in the environment and daily life.
To do this, the teacher must plan activities that are related to social events and natural products according to the 4
seasons of the year and taking into account the vegetative cycles of the localities where they work. The materials to
be worked on must be natural and Not imaginary, the activities must be practical with concrete activities that allow
significant learning in the child.

Worldview and values .
In this line of training, it is one of those that gives a special meaning to the alternative proposal, since the vision and
training of the person is special and based on knowledge that is transmitted from generation to generation, through
its practice . The love of nature and all events within society is a vision that is acquired by being in constant
interaction with the events of the family and the community.
Knowledge in relation to values and worldview is acquired through the daily practice of different actions; rather than
being conceptualized, it is reflected in the direct actions of the students, allowing the accentuation and internalization
of knowledge as their own characteristics, in which the meaning Solidarity, mutual help and collaborative work are
essential in our culture.
TRADITIONAL TECHNOLOGY
In this line of training, the traditional technology of our communities will be worked on, known and valued, which are
used in different areas of daily life, which have allowed us to establish a harmonious relationship with nature since
ancient times, as well as its evolution. up to current technology; including technological innovations, to promote
autonomous and permanent learning, for the benefit of the child's personal and community development.
In addition, traditional technology used in arts and crafts will be worked on as a way of life in the community, based
on the wisdom of the elders and the knowledge acquired from generation to generation. Achieve contemporary
technological and traditional training that integrates the know-how for the development and elaboration of arts and

crafts as well as the know-how to make decisions responsibly in the use of natural resources, products and
processes. The use and knowledge of the traditional technology of the four indigenous peoples of Michoacán will be
recovered.
Traditional medicine
Along these lines we will work on the different natural medicinal resources that serve to prevent, cure and treat the
most common ailments in our communities and thus contribute to the strengthening of community knowledge. In this
way, promote, create and practice the alternative health system that provides traditional medicine of indigenous
peoples .
History and territory.
The development of the history and territory training line will focus on documentary and field research that leads us
to know the origin and changes that have occurred in our native peoples. This will be developed through projects in
which specific tasks are defined. to investigate

Project method.
The project method can be defined as:
A set of engaging learning experiences that engage students in real-world situations, through which they develop and
apply skills and knowledge.
A strategy that recognizes that meaningful learning leads students to an inherent learning process, a capacity to do
relevant work, and a need to be taken seriously.
A process in which the outcomes of the curriculum can be easily identified, but in which the outcomes of the
students' learning process are not predetermined or completely predictable. This learning requires students to use
many sources of information and disciplines that are necessary to solve problems or answer questions that are truly
relevant. These experiences in which they are involved make them learn to manage and use the resources they have
available such as time and materials, in addition to developing and polishing academic, social and personal skills
through school work and that they are situated in a context that is meaningful to them. Many times their projects are
carried out outside the classroom where they can interact with their communities, everyone being enriched by this
relationship. (Díaz Barriga F. , 2005)
Regardless of the approach under which it is applied, it is characterized because the group of teachers and students
carry out group work on real topics, which they themselves have selected according to their interests.
Cooperatively, students and teachers must develop a curriculum that is relevant to the interests and needs of
students.

The Project Method involves forming teams made up of students with different profiles and learning styles, languages
and cultures who work together to carry out projects that involve real situations. These differences offer great
opportunities for learning and will prepare students to work in a diverse and global environment and economies.
For the results of a work team, under the Project Method, to be successful, a defined design of instructions, definition
of roles and project design fundamentals are required.
Project work allows learning in diversity by working together. Stimulates emotional, intellectual and personal growth
through direct experiences with people and students located in different contexts. Students learn different problem-
solving techniques by being in contact with people from different cultures and with different points of view. They learn
how to learn from each other and they also learn how to help their peers learn. They learn to evaluate the work of
their peers. They learn to give constructive feedback to both themselves and their peers. The process of developing
a project allows and encourages students to experiment, engage in discovery-based learning, learn from their
mistakes, and face and overcome difficult and unexpected challenges. (Perrenoud, 2004)
Some of the advantages of this learning model are:
• Students develop skills and competencies such as collaboration, project planning, communication, decision
making and time management.
• They increase motivation. There is an increase in school attendance, greater participation in class and a better
willingness to complete homework.
• Integration between learning at school and reality. Students retain greater knowledge and skills when they are
engaged in stimulating projects. Through projects, students make use of higher-order mental skills rather than
memorizing facts in isolated, offline contexts. Emphasis is placed on when and where they can be used in the
real world.

• Development of collaboration skills to build knowledge. Collaborative learning allows students to share ideas
with each other, express their own opinions, and negotiate solutions—all skills necessary for communal living.
• Increase problem-solving skills.
• Establish integration relationships between different disciplines.
• Increase self-esteem. Students take pride in achieving something of value outside the classroom and in
making contributions to the school, family, or community.
• Increase individual learning strengths and their different approaches and styles towards it.
• Learn in a practical way to use new technologies in the current information and knowledge society.
The role of the teacher in this methodology is identified more with a guide, who accompanies the student in their
learning construction process, than with an instructor.(Díaz Barriga F. y., 2010) .
Didactic planning

Native languages, customs and traditions constitute the main instruments of access to school knowledge of one's
own culture, national and universal. For this reason, the creation of the curriculum for the native peoples must be as
mentioned in the document of the XII Pedagogical Congress of the native peoples of Michoacán.
The most important thing is that the curriculum arises from a school project of its own, at the
initiative of indigenous teachers, rooted in their Purépecha culture and at the same time trained
in the normal school system of the assimilating state. We observe a process of self-creation and
appropriation of the national curriculum, in the best sense of the theory of cultural control (Bonfil
1988). ( COORDINACIÓN DE PROYECTOS PEDAGÓGICOS DE LA DIRECCIÓN DE
EDUCACIÓN INDÍGENA DE LA SECRETARÍA DE EDUCACIÓN EN EL ESTADO , 2010)
It is in this sense that teachers' planning must go to work in the teaching-learning process. Therefore, we need to
know exactly what a didactic planning is so that, once assimilated, we can proceed with its most correct elaboration,
since it is also essential to take into account the social practice and the actors, so an articulation of the
conceptualization and planning of these works in the educational field.
What is planning and what is its importance?
Didactic planning is designing a work plan that contemplates the elements that will intervene in
the teaching-learning process organized in such a way as to facilitate the development of
cognitive structures, the acquisition of skills and modification of attitudes of the students in the
time available to them. a course within a curriculum (ALONSO TEJEDA, 2009)

Thus, a didactic planning is to design and structure the way in which work will be done within a teaching-learning
process, taking into consideration the program and the educational purposes that are synthesized in the profile of the
graduate that is proposed to be trained, in this case in It is necessary to take into consideration the Education
Program for the Native Peoples of Michoacán, in which we understand planning as an essentially human activity.
Only human beings are capable of foreseeing an action before performing it. The objective of planning
is to guarantee that the results of the action are as expected. And that the process is the most
appropriate to our horizon of human emancipation (SECCION XVII, CNTE, 2015)
Therefore, if you want the state's indigenous education teachers to work under an emancipation scheme, it is
essential that they are trained and know the PEPOMICH Curriculum document and its essential components, which
cover four essential aspects. :
- The objectives or purposes.

- The organization of the contents
- The activities to be carried out
- The evaluation of the learning to be obtained.
To work based on the objectives and purposes, the idea of analyzing and knowing the PEPOMICH is taken up, in all
its guidelines, which are based on a sense of collaboration and communal work. Starting from this, it is suggested
that the teacher consider some planning criteria, taking into account the idea that Miguel Monroy y Farías suggests,
in the sense that teachers will respond in it to the needs of the students, the institutions and what they expect. the
society.

When planning is flexible, it is understood as an increasing and progressive programming. There is
confidence that the teacher will enrich and contribute intelligent decisions and actions to improve what
is prescribed due to the data that emerge from the educational situation, for example, the social,
economic and cultural origin of the students, their needs, suggestions and expectations. of those who
expect from school. (MONROY FARIAS)
This ideology fits perfectly with the idea of PEPOMICH, in the understanding that it seeks for the teacher to be
emancipated in his work, in addition to being able to contemplate and visualize with this type of flexible planning, the
ethnic and cultural contents referred to in the program, in addition to this, this structure allows managing the project
work format referred to in the Education Program of the Native Peoples of Michoacán, and from which it can be
observed that teachers have a constructivist, critical or humanist basis.
Although there is closed planning that provides security, flexible and progressive planning allows us to meet the
needs of those involved in the teaching-learning process. Thus, when working with this way of planning, the teacher
expresses how much he or she masters disciplinary and pedagogical knowledge, in addition to his ethical attitude,
not only does he mechanically break down the objectives, contents, teaching-learning situation and its evaluation.
Components of flexible teaching planning.
- The purposes or objectives: they go in the direction and orientation of what the curricular program requires.

- Teaching content: fruit of what society has accumulated historically. These are, therefore, the different areas
that are required for learning to be not only globalizing, but also comprehensive and significant. There will be
contents that are not in the degree program, or that are not suggested by the students, but that undoubtedly
have to be touched on, these prelative contents constitute a prerequisite that the teacher with his creativity
and expertise will be able to include, either either before starting the project as a learning experience, as a
complementary activity or including them in the project as additional content. But never make the gross
mistake of evading it or eliminating it because it is not within the degree program.
- The activities:
- Learning evaluation:
Family and
community
Technology The
and media corn
Projects
Economy Origin and

(arts and evolution
crafts) of peoples
Graduation Profile I
Basic Indigenous Education Michoacán
CULTURAL
IDENTITY AND
SENSE OF
The basic education graduate: BELONGING

HE ASSUMES HIS BELONGING TO A PEOPLE, RECOGNIZES HIMSELF AS A MEXICAN AND RECOGNIZES
HIS BELONGING TO THE WORLD (traits)
He assumes himself as part of an indigenous people and, from the dignity and pride of his own, he recognizes his
identity as a Mexican and opens himself to the world (statements)
HONORS THE COMMUNITY MEMORY, DEPLOYS DESIRED FUTURES AND GETTING STARTED
He lives the memory of his people, honoring the testimony of his elders, he appropriates the knowledge of his culture
and is capable of imagining futures of good lives and setting out to transform reality. LANGUAGE
COMMUNICATION
AND ABILITY TO
TELL THE WORLD
USE LANGUAGE AS IDENTITY, AS COMMUNICATION AND AS PRESENTATION IN THE WORLD
Names the world through the mother tongue, recognizes the space in which he lives as the territory of a us,
strengthening an awareness of belonging and cultural identity
Use language to communicate in different contexts, talk and dialogue to organize, make agreements to undertake
projects with others
Acquire personal security to communicate through mastery of the native language and Spanish, delving into the
knowledge of other languages, and with them he says and is said in the world
PERSONAL,
PHYSICAL,
EMOTIONAL,
COGNITIVE
DEVELOPMENT
YOU DEVELOP AS A PERSON ON A PHYSICAL, EMOTIONAL, ETHICAL LEVEL, AS PART OF A COMMUNITY

He values himself as a person, recognizes his abilities and recognizes himself as part of a community and a people,
he takes care of his health, that of his people and nature.
Expresses respect and responsibility for others and relates to everyone through equity and the celebration of
equality in difference.
USE KNOWLEDGE TO SOLVE PROBLEMS AND DEVELOP CRITICAL THINKING
It identifies potentialities and formulates real problems, uses communal knowledge, scientific knowledge and
resources of local technologies and information and communication, to propose creative solutions and make
responsible decisions.
Develops a critical consciousness and recognizes the inequality and inequity that has existed and exists in Mexico
and in the world, assumes the responsibility of actively participating in common life to solve the social, economic,
political problems of its community, its people and from the country
DEVELOP ADMIRATION FOR ART, CAPACITY FOR AESTHETIC ENJOYMENT AND EXPRESS CREATIVELY
Knows and practices local, communal artistic manifestations, and finds in them their own ways of expression, has
developed a sense of admiration and aesthetic enjoyment, recognizes and values the various manifestations of art
and culture and expresses themselves creatively. RELATIONSHIPS WITH
THE WORLD
RECOGNIZES ITSELF IN COMMUNAL LIFE AND RECOGNIZES RIGHTS AND RESPONSIBILITIES
It is part of communal life, it has rights and responsibilities. He carries out collaborative work in his family and
community, appropriating the practices that have maintained the ways of life of the native people.
IT IS CONSIDERED JOINTLY RESPONSIBLE FOR THE CARE OF NATURE AND THE ENVIRONMENT
Values knowledge and practices the ways of relating to nature typical of its culture, seeks conscious use of resources
and considers itself co-responsible for the care of nature and the environment.

PRACTICE THE TRADES AND ASSUME AND SHARE THAT CULTURAL HERITAGE
Knows and practices the community's trades as part of the cultural heritage it receives, uses them to live better and
is capable of receiving, re-meaning and sharing that heritage.
Approach
The understanding of communities in movement from communality , as a process with a long historical trajectory of
Amerindian societies, allows us to analyze their political exercise in ethnic reconstitution, through social movements
supported by identity resignification, based on territorial practices and of intercultural- de-colonial education as a
political-pedagogical movement, a space for struggle-appropriation-construction and resistance, whose demands
move from protest-demand to the exercise of active citizenship.

Each section of this work seeks to weave the threads that allow us to understand the warp and weft of the
“interculturalities” put into play in four moments: 1) An approach to the conceptions of community and communality ,
as an action developed by Amerindian societies that since Their life practices recreate processes of resistance by
creating demands that move from demands to their exercise. 2) Intercultural education and its emergence from social
movements in Latin America; 3) Experiences in the Mexican context such as creation, 4) As an analytical closure, the
reflective understanding of these experiences insofar as their ethnic-political origin appeals to an identity process of
long historical duration, imply processes of interactive discussions of an academic nature up to currently become
government policies and lines of official implementation (Medina, 2009:3). As communicating vessels between the
mobilization and exercise of citizenship and education as a demand; project and social action through interculturality,
in which the notions of community and communality require to be understood beyond the worldview conceptions of
the native peoples.
In this conceptual inertia and its encompassing intentions, community is a term that seeks to name a diversity of
affiliations defined by certain categorical references, distinctive attributes. These serve as an identity framework, but
at the same time establish an exercise concerning classification; They bring together and generate belongings and
adhesions, and, at the same time, exclusions and new borders. Thus, any element can be a community, as people
and social practices configured in countries, regions and nations as constitutive elements within a classificatory
system. It is essential to clarify that the community is not reduced only to a geographical space where we think about
the recreation of traditions, ways of life and subsistence. This perspective reduces indigenous areas as islands
grouped together in isolated spaces, contained in particular social processes with a tendency towards the denial of
breaking with what is supposedly communal and integrating into a modern society.

In educational spaces, these dissimilar conceptions of community are expressed, since this is constantly used to
name different orders of reality and social practice, such as communities: academic, school, university and, currently,
as a pedagogical perspective, the knowledge and learning communities. In this same context, the community is
defined as a space for professional exercise and knowledge, whether in disciplines such as social psychology, social
work and pedagogy. It should be mentioned that intercultural education and its pedagogies recreate one of the
notions of community linked to limited spaces, or, the intercultural indicated as a global society whose community-
cultural model would involve "new technologies." By taking into account the different voices, territories and
knowledge, the aim is to build an education based on “interculturalities” (Medina, 2009:3), in which it is proposed to
give a different meaning to the political and social struggles of the people. indigenous peoples to give rise to active
citizenship. In this space, the different educational practices are recognized, the “very other interculturalities”, from
dissident indigenous memories.
Distribution of working time
FIRST AND SECOND GRADE OF PRIMARY

SCHOOL CALENDAR 2017 – 2018. 195 BUSINESS DAYS.
THE YEAR HAS: 1.- SUSPENSIONS OF TOTAL WORKING DAYS

1.- MONTHS ------------ 12 TEACHING WORK ----- 8 OF THE ENTIRE SCHOOL CYCLE:
2.- WEEKS ------- 42 2.- TECHNICAL ADVICE 195
3.- DAYS -------------- 209 SCHOOL ------------------- 9
3.- CLOSING DATES----5

TRAINING LINES WEEKLY HOURS ANNUAL HOURS
LANGUAGE 5:00 200
ETHNOMATHEMATICS 5:00 200
LIFE AND NATURE 3:00 120
HISTORY AND TERRITORY 3:00 120
WORLDVIEW AND VALUES 2:00 80
TRADITIONAL TECHNOLOGY 1:00 40
TRADITIONAL MEDICINE 1:00 40
TOTAL 20:00 800
THIRD AND FOURTH GRADE OF PRIMARY

LANGUAGE 5.00 200
ETHNOMATHEMATICS 5.00 200
LIFE AND NATURE 3.00 120
HISTORY AND TERRITORY 3.00 120
WORLDVIEW AND VALUES 2.00 80
TRADITIONAL TECHNOLOGY 1.00 40
TRADITIONAL MEDICINE 1.00 40
TOTAL 20.00 800

LANGUAGE 5.00 200
ETHNOMATHEMATICS 4.00 160
LIFE AND NATURE 3.00 120
HISTORY AND TERRITORY 4.00 160
WORLDVIEW AND VALUES 2.00 80
TRADITIONAL TECHNOLOGY 1.00 40
TRADITIONAL MEDICINE 1.00 40
TOTAL 20.00 800
FIFTH AND SIXTH GRADE OF PRIMARY

Purpose
LANGUAGE:
-The main purpose is to participate in different social language practices, for the acquisition of knowledge and the
development of linguistic skills in both languages.

GENERAL CONTENT FROM COMMUNITY-UNIVERSAL SCIENTIFIC KNOWLEDGE FOR THE INDIGENOUS ENVIRONMENT IN
2017-2018
THE STATE OF MICHOACÁN.
FIRST GRADE
TRAINING LINES THE FAMILY AND THE COMMUNITY THE CORN
1.- Own name of the student, his classmates and 1.- The parts of a corn plant.
the teacher. 2.-The recreational story about corn.
2.- The oral description of the student and the 3.- Orality and writing of words in L1 related to
family. corn.
3.- The importance of family coexistence. 4.- The pirekua with corn contents.
4.- Semantic fields of the family in L1 and L2. 5.- Semantic fields of plants and animals.
5.- The location of your house on the street, 6.- Reading short poems about the flora and fauna
neighborhood or neighborhood. of the community.
6.- The pirekua about the family or the community. 7.- The statement as a unit of message in Spanish
7. The story about family and community. and in Purépecha.
8.- The use of capital letters. 8.- Writing the word with the spellings (r, q, v, n,
9.- Participation in a traditional game.
LANGUAGE 10.- Graphic representation of the five vowels.
11.- Graphic representation of the bocal ï
purépecha.

12.- Graphic representation of the letters p, s, m, t,
l.
13.- Representation of the spellings of the L1 p', t'.
11.- The conventional separation of writing .
ORIGIN AND EVOLUTION OF PEOPLES ECONOMY (ARTS AND CRAFTS)
1.- The meaning of the community name. 1.- The economy in the family.
2.- The origin and foundation of the community. 2.- Community jobs.
3.- The most visible changes in the community. 3.- Professions in our environment.
4.- The monograph of my community. 4.- The instructions for making community crafts.
5.- The civil and communal authorities of the 5.- Stories about the trades or crafts of the
community. community.
6.- Conventional representation of the letters (ch, h, 6.- The informative article
ll, g, z, x, w, k). 7.- The poem.
7.- Graphic representations typical of the L1, (ch', 8.- Rhymes.
k'). 9.- Conventional representation of compound
syllables (cr, cl, bl, fl, fr, güe and güi).
10.- Compound words in L1 (rh, nh, ts, and ts´).
TECHNOLOGY AND MEDIA
1.- The P'urhépecha alphabet.
2.- Words and sentences in L1 and L2, with the
support of technology.
4.- Semantic fields in L1, using technology.
5.-Reading rhymes and tongue twisters in L1 and
L2.
6.- Words with particular phonemes in L1.
7.- Knowledge of stuck syllables: br bl tr tl pr pl.

2017-2018
SECOND GRADE
1.- The story, family coexistence. 1.- Writing recipes for foods and snacks prepared
2.- Semantic fields of the family. with corn.
3.- The use of the capital letter in the proper 2.- Corn cultivation processes.
name and after the period. 3.- Recognition of the alphabet in L1 and L2.
4.- Reading and writing a statement about 4.- The spelling rules in L1 and L2.
community events. 5.- Writing free texts related to corn in both
5.- Creation of comics about family and languages.
community members. 6.- Statements about corn.
6.- Orality and writing of the knowledge and 7.- Adjectives and nouns.
beliefs of my community. 8.- Simple sentences that involve subject and
7.- The legends of the community told by the predicate.
grandparents. 9.- Reading and writing fables related to corn.
LANGUAGE 8.-The instructions for the preparation of food 10.- Mexican Revolution.
and medicine in the community.
1.-Stories and legends from my community. 1.- The economy of the community and the region.
2.- Nouns and adjectives. 2.- Communal activities.

3.- The Purépecha alphabet of compound 3.-Narratives and craft processes.
syllables: 4.- instructions for the production of crafts and
4.- The verb in sentences. other products.
5.- Personal anecdotes. 5.- Forms of communal cultivation.
6.- Poems of the community. 6.- Trades and Professions in the community.
7.- Patron saint festivities of the community. 7.- Oral and written description of the trades and
8.- Commemorative dates. professions of the community.
- January 1 the official new year. 8.- Readings, narrations of commemorative dates.
-February 1 The Purépecha New Year. - March 8, International Women's Day.
-5. Feb. Promulgation of the political - March 18, the oil expropriation.
constitution. - March 21, entry of spring.
-February 14 Death of the Tanganxoan ll. - 21Birthday of Don Benito Juárez.
-February 14 Friendship Day.
-February 20, volcano eruption
parhikutini.
-Feb 24 Flag Day.
-The carnival.
1.- The importance of the proper use of
technology.
2.- Grammatical spelling in texts, with the help
of technology.
3.-Email as a means of communication to share
learning experiences.
4.- The wall newspaper as an informative
medium.
5.-The phonemes of the L1 language.
6.- The theatrical script as a space for
communication.
7.-The dramatized radio script.
8.- the spelling rules of various texts.
9.- The comics.
10.- Names of the media in L1.

11.- Verb conjugation.
12.- The couplets.
13.- The rhyme.
14.- The proclamations.
2017-2018
THIRD DEGREE
1.- Oral and written description of corn derivatives. 1.- Oral and written description of corn derivatives.
2. Family genealogical tree. 2.- Legends, myths, pirekuas and poems about
3. Personal documents. corn.
4. Family history. 3.- The harvest.
5. The interview. 4.- The interview (dialogue).
6. Biography and autobiography. 5. Informative texts: (Posters, Brochures,
7. Family stories. Advertisements).
8. Stories of myths and legends of the community. 6.- The recipe.
9. Rescue and strengthening of words in L1. 7.- The letter.
10. Traditional festivals and customs of the 6.-Literary texts:
community and region. -Oratory.
11. Organization of traditions and customs. - The story.
LANGUAGE 12. Rules for participation in traditions and -Theater.
customs. -The message.
7.- The summary of texts.
13. Written texts of various events.
8.- Rescue and strengthening of words in L1.
14. The summary.
9.- The use and management of L1 and L2
15. The poster. dictionaries.

10.- Question and exclamation marks.
11.- The parts of a sentence.
1.- Stories, legends and comics from my region. 1.-The tools in planting corn.
3.- The summary. 2.-Community dances.
4.- Poetry. 3.-Creation of literary texts in L1 and L2.
5.- The bibliographic record. 4.-Creation of comics through drawings.
6.- The spelling of the L1 alphabet. 6.- Characteristics of the L1 alphabet.
7.- Provision of indigenous words to Spanish. 7.- Arts and crafts of the community and the
8.- Verb tenses: present, past, future. region.
9.- Question and exclamation marks. 8.- Interviews and surveys.
10.- Synonymous and antonymous words. 9.- Creation of sentences in L1 and L2.
11.-Homonyms and homophones. 10.- Creation of texts on arts and crafts,
12.- Semantic fields.
13.- Metaphors, characteristics of indigenous
languages.
1.- Traditional technology in the community and in
the region.
2.- Technology and the media in the community
3.- Technology at home and at school.
4.- The use of technology in favor of our culture.
5.- The radio.
6.- The computer.
7.- The internet.
8.- The telephone (line and cell phone)
9.- The use of mobile devices.
10.- Types of new technologies.
11.- The story, tongue twisters, legends on the
computer and on a cell phone.

2017-2018
FOURTH GRADE
1.- The family genealogical tree. 1.- The description of corn.
2.- Biography and Autobiography. 2.- Use of corn derivatives.
3.- The story. 3.- The instructions.
4.- The poems. 4.-The recipe for making atapakuas.
5.- Verse and prose. 5.- Typical foods of the community and the region.
6.- The message. 6.- Dialogue with older people in the community.
7.- The magazine. 7.- Punctuation marks.
8.- The newspaper. 8.- Personal pronouns.
9.- Traditions and celebrations of my community 9.- The conjugation of verbs.
and the region. 10.- Word stress rules.
10.- The tongue twisters. 11.- The nouns.
11.- Traditional and national games 12.- Ways to advertise in the community.
LANGUAGE 12.- the proverbs. 13.- The telegram.
13.- The fable. 14. Use of the dictionary.
14.- The legends. 15. The summary.
15.- The sketch. 16.-The letter.
17.- The bibliographic record.

18.- Day of the Dead celebration.
19.- Explicit and implicit subject.
ORIGIN AND EVOLUTION OF PEOPLES ECONOMY (ARTS AND CRAFTS=
1.- The community monograph. 1.- Arts and crafts of the communities and the
2.- The traditional dances of the region and the region.
State. 2.- Transmission of arts and crafts from generation
3.- Typical community clothing. to generation.
4.- The celebration of the new Purépecha year. 3.- The teachers of teaching arts and crafts.
5.- Patron saint festivities. 4.- The interview.
6.- Narratives specific to the community. 5.- The investigation.
7.- The Interview with older people. 6.- The legends.
8.- The legends. 7.- Meaning of the community.
9.- The proverbs. 8.- The monograph of the Purépecha people.
10.- The meaning of the community and its 9.- The meaning of indigenous words.
different places. (Toponyms). 10.- Spelling rules of L1 and L2.
11.- Poems in L1. 11.- Adjectives and adverbs.
12.-Nutritional value of natural and industrialized 12.- The dictionary in L1 and L2.
foods.
13.- The historical account of the evolution of the
community.
14.- Biography of Purépecha writers and
composers.
1.- History and evolution of technology.
(At home, in the community. at school, in the
region).
2.- The first and current media in the region as
well as national.
3.- Electronic devices, uses, benefits and
prejudices.
(The computer, the tablet, the smartphone).
4.- The internet.
(The browser, Applications).

5.- Legends of the media.
6.-Narratives about technology and media.
2017-2018 GENERAL CONTENT FROM COMMUNITY-UNIVERSAL SCIENTIFIC KNOWLEDGE FOR THE INDIGENOUS ENVIRONMENT IN
FIFTH GRADE
TRAINING LINES FAMILY AND COMMUNITY HOLIDAYS THE CORN
1.- The family autobiography. 1.- The oral and written narrative about the
2.- The biography of important figures from the harvest.
community, region, state and national. 2.- The oral and written description of corn
3.- The news: in the family, community, region and derivatives.
nationally. 3.- Different texts written about corn.
4.- Semantics and syntax, in L1 and L2 (Legend, Stories, Fables, etc.
5.- Listening to texts, guided reading, 4.- The different traditional and current
6.- Identification of the types of discourse used by technologies used in planting,
counselors. 5.- The importance of selecting corn for planting.
7.- The structure of different texts: (anecdotes, 9.- Recipes for foods derived from corn.
stories, legends, poems, etc.) 10.- Exclamatory and interrogative statements.
8.- Different communal events and the region.
LANGUAGE 9.- Customs and traditions of the community and
the region.
10.- Different products and activities of corn (elote).
11.- Affirmative and negative sentences.
1.- The monograph on the history of the community. 1.- Oral and written narration of artisanal products
2. The description of the community changes: from the community, regional, state and national

(Houses, streets, public places, clothing, commercial.
transportation, technology, food, medicine. 2.- Small texts about the Sales and exchange of
3.- The interview about the evolution and loss of the artisanal products.
L1. 3.- Classification of arts and crafts of the
4.- Narrations about the tasks in the community. community, region, state and national.
5.- Mutual help (solidarity) in the family and in the 4.- Narration of temporary and permanent jobs in
community the context.
6.- The album. 5.- The description of the conditions of
7.- Ceremonies and rhymes unemployment.
8.- texts about the community's patron saint 6.- The interview with different types of
festivities. professionals from the community.
7.- Commerce inside and outside the community.
8.- Extinction of some community jobs.
9.- Creation of some jobs today.
1.- The proper use and management of technology.
2.- Presentation of radio scripts, as Media.
3.- Preparation of a journalistic note. (Interview,
writing, correction, product).
4.- Preparation of comics through drawings using
technology.
5.- Creation of literary texts about the use of the
media.
6.-The instructions on the management of current
technology.
7.-Interview and survey of journalists and
broadcasters.
8.- Recognition of indigenous words
9.- Conjugation of verbs in tenses, in L1 and L2
10.-Creation of sentences in different tenses, in L1
and L2

2017-2018
SIXTH GRADE
1.- The monograph of the towns of the region. 1.- The parts of a corn plant.
2.- The biography of the important figures of the 2.- Different texts on the importance of the use of
indigenous peoples. corn.
3.- The interview with important people in our 3.- Foods derived from corn.
communities 4.- Oral and written narration about:
4.- Preparation of reports on a current event. (Legends, Stories, Fables, Riddles, Tongue
5.- The description (the role of man and woman) Twisters,
6.- Literary composition about an important event in proverbs) in language L1 and L2
the context. 5.- Preparation of recipes derived from corn,
7.- The values that are practiced within the family regional, national and international.
and the community. 6.- Description of products made from corn
8.- The forms of election of our communal 7.- Synonyms and antonyms of words.
LANGUAGE authorities. 8.- Staging (play) about corn.
9.- The role of civil and communal authorities that
they play within the community.
10.- Conservation and rescue of the indigenous
language.
11.- Rescue of ancestral words that are no longer
used.
1.- The history and foundation of my community. 1.- Primary activities (Work),
2.- The meanings of indigenous communities. 2.- Secondary activities (processing)
3.- The boundaries and meaning of the places in my 3.- Tertiary activities (commerce)

community. 4.- The statement
4.- Medicinal food recipe books. 5.- Adverbs.
5.- My family's genealogical tree. 6.- The interview.
6.- The origin and history of the pirekuas of my 7.- The verbs.
community and region. 8.-Verb tenses.
7.- Information brochures 9.- Conventional spelling and punctuation.
8.- Knowledge about the book: The Michoacán 10.- The poem (verse and prose)
relationship. (Different types of poems).
1.- The radio script
2.- Use of documentaries to promote teaching
3.- The description using CBT.
4.- The exhibitions.
5.- Summaries, diagrams, conceptual and mental
maps of various topics.
6.- Radio and television as media
7.- The news
8.- The newspaper
9.- The letter

PURPOSE
ETHNOMATHEMATICS:
Know, acquire and implement reasoning and mathematical skills from the communal philosophy of indigenous
peoples.

2017-2018
FIRST GRADE
TRAINING LINES FAMILY AND COMMUNITY HOLIDAYS THE CORN
1.-The notion and concept of number. 1.-The numbering of the native peoples up to 40.
2.-Classification in shapes, colors and sizes. 2.-Grouping of nature objects into dozens and
3.-The serialization of objects by quantities, sizes dozens.
and/or colors. 3.-Length measurements of objects and spaces.
4.-The formation of collections with objects. 4.-The relationship and comparison (more, less
5.-The relationship and comparison of numbers and equal) in corn and its derivatives.
(more, less, equal). 5.-The days, weeks and months of the harvest in
6.-The numbering of the native peoples from 1 to the calendar.
20. 6.-Shapes, colors and sizes of grains, seeds,
7.-Notion of days, weeks and months in the corn, cobs and cornfields.
Gregorian calendar. 7.-Resolution of addition and subtraction
8.-The concept of square, rectangle, triangle and problems.
ETHNOMATHEMATI circle. 8.-The singing in native peoples about numbers.
CS 9.-Traditional length measurements. 9.-The dozen and ten of corn and cobs.
10.-The concept of addition and subtraction in 10.-Daily expenses in the family and community.
native peoples.
11.-The value and use of money in everyday life.
12.-The location of your house in the community.
13.-The dozen and ten.
1.-Date of foundation of the community. 1.-Oral and written counting from 60 to 80.
2.-The age of the community. 2.-The cost of raw materials for the production of
3.-The population of the community 10 years ago crafts.

and currently. 3.-The time (days, weeks, months) in the
4.-The census (family, school and community). preparation of artisanal products.
5.-The numbering of the native peoples from 40 to 4.-Sale of crafts by units, dozens and dozens.
60. 5.-The addition and subtraction according to the
6.-The predecessor and successor in numbering. cost of the crafts.
7.-Addition and subtraction. 6.-Family income per day, week and month.
8.-Timeline of important dates of the civil calendar 7.-The use of signs (<, >, =) in artisanal products.
and that of the native peoples.

1.-Geometric drawings in Word using the computer.
2.-The numbering system of indigenous peoples up
to 100.
3.-The notion of the hundred.
4.-Concepts of length: long, short, far, close.
5.-Management of two- and three-digit numbers in
addition and subtraction.
6.-Seriation of numbers from greatest to least
and/or vice versa.
7.-The cost of the means of transport service.
8.-Media devices and their cost.

2017-2018
SECOND GRADE
1.-Ascending and descending order of family 1.- Traditional and current measurements of
members. weight and volume.
2.-Numbers of up to three digits. 2.-Traditional counts.
3.-Addition and subtraction with quantities of up to 3.-Tens and hundreds
three figures. 4.-Classification, shapes and sizes of different
4.-Length measurements used in the community. objects.
5.-The monetary system and its use. 5.-The use of time in the harvest.
6.-The system of traditional weight measurements. 6.-Ascending sequences of 5 by 5 and 10 by 10.
7.-The geometric shapes of the natural 7.-The positional value of numbers.
environment. 8.-The addition, subtraction and multiplication
8.-Location of important dates in the civil calendar. algorithm with numbers up to three digits.
9.-Spending on community festivals. 9.-The geometric shapes of the plots.
ETHNOMATHEMATI 10.-The numbering of indigenous peoples up to
CS 100.
1.-Numbering system of indigenous peoples 1.-Counting numbers up to three digits.
2.-Resolution of addition and subtraction problems 2.-Classification and grouping plants or objects of
up to three digits 10 by 10 and 20 by 20.
3.-Numerical sequence of 20 by 20. In number and 3.-Solve time measurement problems with
in letter. arbitrary and conventional units.
4.-Identify flat, simple and compound figures. 4.-Family economic income.
5.-Structure of the calendar, months, weeks and 5.-Resolution of addition and subtraction
days. problems.
6.-Information registration tables. 6.-Conversion from units to tens and hundreds
7.- The cardinal points. through the game.

8.-Placeal value of numbers up to 3 digits.
1.-Educational internet pages with mathematical
content.
2.-Geometric drawings in Word and figures in Excel.
3.-Multiplication tables through multimedia games.
4.-Numbers in native languages in multimedia.
5.-Numbering and ordering of quantities in
ascending and descending TICS.
6.-Management of the abacus for the numbering
system in native languages.
2017-2018 GENERAL CONTENT FROM COMMUNITY-UNIVERSAL SCIENTIFIC KNOWLEDGE FOR THE INDIGENOUS ENVIRONMENT IN

THIRD DEGREE
1.-The numbering 1.-Unconventional units of measurement.
2.-Ordinal numbers 2.-Forms of conventional measurements.
3.-Natural numbers 3.-The plan and/or sketch.
4.-Plans and lines 4.-The Fractions
5.-Fractions 5.-Parallel and perpendicular lines.
6.-Geometric bodies. 6.-Geometric bodies.
7.-Graphics 7.-Perimeter and area of figures
8.-The graph
8.-Addition, subtraction and multiplication
9.-Multiplication and division.
9.-Parallel and perpendicular lines.
10.-The tens, hundreds and thousands.
10.-Use of the subway. 11.-3-digit numbers in native languages.
11.-Maps and sketches. 12.-Ordinal numbers.
ETHNOMATHEMATI 12.-Perimeter and areas. 13.-Expressions <,>, =
CS 13.-Numerical series 14.-The clock.
14.-Graphic representation of fractions.
15.-The clock
15.-Units of measurement.
17.-The expressions greater than and less than.
18.-The axes of symmetry of various figures
19.-Distribution problems.
20.-Numbering of native peoples up to 3 digits.
21.-Four-digit natural numbers.
22.-Ordinal numbers.
23.-Addition and subtraction problems of up to 4
figures.
24.-Multiplication problems.
25.-Mental calculation of sums.

1.-Time measurements. 1.-Interpretation of sketches
2.-Spatial location (left, right, up, down) 2.-Use of the calendar
3.-3-digit natural numbers. 3.-The numbers
4.-Addition, subtraction, division and conventional 4.-Construction and reproduction of figures using
multiplication. various procedures
5.-The fractions. 5.-Problems with addition of simple fractions
6.-Length, perimeter and area. 6.-Measurement and comparison of areas using
7.-Capacity and weight arbitrary units of measurement
8.-The calendar and the scale. 7.-The meter, the centimeter
9.-Geometric figures. 8.-Comparison and ordering of lengths and areas
10.-The location sketches. 9.-Weight and capacity
11.-Geometric bodies (number of faces, sides). 10.-Symmetry of figures.
12.-Classification of quadrilaterals, triangles, 11.-Graphics
13.-Perpendicularity and parallelism 12.-Fractions
14.-Symmetry
1.-Traditional measurement systems.
2.-New devices for learning mathematics.
3.-The vigesimal and decimal numbering system.
4.-The territorial limits of the community.
5.-Resolution of addition and subtraction problems
of up to four figures.
6.-Solving multiplication problems.
7.-Approach and resolution of various division
problems of up to three figures.
8.-Mental calculation of sums
2017-2018
FOURTH GRADE

1.-The numbering system of the native peoples (the 1.-The vigesimal numbering
Tejamanil for example). 2.-Conventional and non-conventional units of
2.-The lunar and agricultural calendar of the native measurements.
peoples. 3.-Addition and subtraction of fractions with
3.-Ordinal numbers traditional measurements.
4.-Natural numbers 4.-Equivalent fractions.
5.-Addition and subtraction of fractions. 5.-Parallel and perpendicular lines
6.-The meter and fractions. 6.-The area.
7.-Plans and lines. 7.-The sketch.
8.-Geometric bodies (kites, balloons and houses). 8.-4-digit numbers and positional value.
9.-The angles 9.-Barter.
10.-The positional value of the number. 10.-Fractions with the same denominator.
ETHNOMATHEMATI 11.-Graphics 11.-Location of fractions on a number line.
CS 12.-Subtraction and addition (4 figures).
13.-Multiplication and division
1.-Decimal numbers. 1.- History of the numbering system of native
2.-Addition and subtraction of decimeles (tenths, peoples.
hundredths and thousandths). 2.-The P'urhépecha abacus
3.-The plans and the scale. 3.-P'urhépecha, Mayan and Aztec numbering.
4.-The drawing of angles. 4.-P'urhépecha New Year and the measurement
5.-Regular and irregular figures. of time.
6.-The clock and the measurement of time. 5.-Traditional measures and conventional
7.-The perimeter and area measures.
8.-Basic mathematical operations.
9.-The memorama and geometric figures

1.-The timeline.
2.-The timeline in the family.
3.-The timeline in the community, state and country.
4.-Traditional measurement systems of other

indigenous groups.
5.-Digital measurement systems (uses and
benefits).
6.-The communal, municipal, state and national
territory.
2017-2018
FIFTH GRADE
1.-Addition and subtraction of equivalent fractions. 1.-The days, weeks, and months of sowing.
2.-The community and territorial extension. 2.-Weight and units of measurement.

3.-Divisions with numbers from 2 to 6 digits. 3.-Measurement in calculation of the
4.-Geographic location of the community. The area approximate amount of the harvest.
and the perimeter. 4.-Times, seconds, minutes, hours, days, weeks,
5.-the community, municipality, state and nation, months, years, decades, decades, centuries,
world. millennia.
6.-The Sketch and the community, municipality, 5.-Ordinal numbers.
state, country, world. 6.-Cardinal numbers.
7.-The percentages. 7.-Addition and subtraction of fractions.
8.-Use of basic operations 8.-Length and distance
9.-The fractions, 9.-The angles in the figures.
ETHNOMATHEMATI 10.-Units of measurement (weight, length and
CS capacity).
11.-The vigesimal numbering.
12.-Geometric figures.
13.-Means of transportation and length
measurements.
1.-Conventional measures. 1.- Cost of crafts.
2.-Fractions and their use in context. 2.-Arithmetic problems about artisanal products.
3.-The old and current length measurements. 3.-Percentage problems regarding the export of
4.-The use of old capacity measurement. handicrafts.
5.-Traditional conventional measures. 4.-Average salaries of trades and professions.
6.-The area and perimeter of the old and current 5.-Percentages of salaries in trades and
location. professions.
7.-Traditional measurements in volume and 6.-Salary problems in relation to year, month, day
capacity. and piece.
7.-Traditional measures of selecting and
organizing crafts.
1.-The sketch and its interpretation.
2.-The calendar in the activity schedules.
3.-Addition and subtraction of fractions.
4.-Regular and irregular figures.

5.-Meter measurement units.
6.-Areas and lengths.
7.-Weight and capacity.
8.-Parallel and perpendicular lines.
9.-Symmetry and geometric figures.
2017-2018
SIXTH GRADE
1.-The percentages. 1.-Timeline on the origin of corn.
2.-The fractions. 2.-Crop calendaring.
3.-Units of measurement (weight, length and 3.-Sizes and shapes of products in crops.
capacity). 4.-Calculation in crop production.
4.-Geometric figures. 5.-The counting of corn derivatives.

5.-The troje: symmetry, angles, parallel lines, 6.-Distance and quantity of seed when sowing.
perpendicular lines, diagonals, geometry, weight, 7.-Traditional measures in community
measurement, etc.). productions.
ETHNOMATHEMATI ORIGIN AND EVOLUTION OF PEOPLES ECONOMY (ARTS AND CRAFTS)
CS 1.-The coordinate system. 1.- Investment in trades.
2.-The K'uilichi game. 2.-The percentages in the trades.
3.-The game of Quince. 3.-The multiplication and division of fractions.
4.-The periods and times of the P'urhépecha 4.-Traditional units of measurement in trades.
calendar (days, weeks, years, centuries). 5.-The number 400 in the numbering of native
peoples.
1.-The P'urhépecha abacus.
2.-The use of ICT for mathematics activities.
3.-The use of the calculator.
4.-Perimeters and areas with the computer.
5.-Axes of symmetry.
6.-Units of measurement with ICT.
7.-Fractions using current technology.
8.-geometric shapes with the computer.
PURPOSE
LIFE AND NATURE:
Acquire general knowledge of natural resources and develop the ability, attitude of a responsible relationship with the
natural environment in the observation of beings, objects and natural phenomena through scientific knowledge.
Acquire knowledge and respect for the development of attitudes that manifest themselves in a responsible
relationship to the transformations of the human organism and in the development of appropriate habits for the
preservation of the environment.

Recognize science and technology as processes in the permanent updating of healthy habits based on knowledge of
their body, contribute to caring for the environment, interpret, describe and explain, based on models, some natural
phenomena and processes close to their experience.
Obtain general knowledge about natural wealth, develop your ability to observe beings, objects and natural
phenomena and carry out experimental activities for scientific knowledge of the human body.
Promote economic development through the conscious use of natural resources for the good life of indigenous
peoples
2017-2018
FIRST GRADE
1.-Knowing my body. 1.-The different crops in my community.
2.-Caring for my body. 2.-The parts of a plant.
3.-My most important memories. 4.-Foods derived from corn that are consumed in
4.-My family has changed. the community.
5.-The elements of nature, their care, changes and 5.-The plants and animals that are beneficial and
conservation. non-beneficial in corn.
6.-Plants in the home and in the community. 6.-Different colors of corn.
7.- Domestic and field animals.
1.-The child's personal changes: before now and 1.-The natural resources that the community has.
after. 2.-The use of natural resources in the production
LIFE AND NATURE 2.-Physical changes that have occurred in our of crafts.

community, the hills, springs, rivers, lakes, roads, 3.-Preparation of crafts through the natural
paths, houses, etc. resources of our community.
3.-Four seasons of the year and climate changes. 4.-Places of sale of products obtained from
4.-Plants, animals and food before and now (their nature.
extinction and conservation). 5.-Economic support activities.
5.-My favorite places and what I do during the week.
1.-The community media.
2.-Safety at home, electricity, and risky places.
3.-Transportation of the place where I live.
GENERAL CONTENT FROM UNIVERSAL COMMUNITY-SCIENTIFIC KNOWLEDGE FOR THE INDIGENOUS ENVIRONMENT IN
2017-2018
SECOND GRADE
1.-Care and change of my body. 1.-Natural elements and their importance in the
2.-Food. development of crops. (Sun, moon, air, water
3.- The 5 senses, their functions and care. and soil).
3.-The most interesting places in my community. 2.-Plant development.
4-Importance of the sun, the moon in the middle 3.-Foods derived from corn.
5-Differences and similarities between plants and 4.-The importance of the lunar phases and their
animals relationship with the corn planting processes.
6.- Climate changes in your community. 5.-The development and life cycle of the corn
plant.
6.-The parts of the corn plant.
7.-The different types of soil related to corn
LIFE AND NATURE varieties.
2.-Environmental deterioration. Mountains, plains, 1.- Plants, terrestrial and aquatic animals, their
rivers, lakes and seas. characteristics as sources of economic income.

3.-Participation in improvement campaigns in the 2.- Migration in my community as a necessity.
place where I live. 3.- Period of elaboration of the crafts.
4.-Beginning of spring 4.- Origin of raw materials for the production of
5.-Geographical characteristics of the community. crafts.
5.- Main economic activities of the community.

1.- The physical states of water.
2.- The means of transportation for the development
of the community.
3.- Accident prevention.
4.- Accident and disaster prevention signs.
5.- Approach to the internet.
6.- Planting fruit trees, ornamental trees and small
nurseries in their surroundings.
7.- Vaccines and diseases.

2017-2018
THIRD DEGREE
1.-Family tree. 1.- Basic needs of the human being.
2.-Interaction of living beings (Natural regions and 2.- The importance of corn, the plant and its
food chain). parts, function of each one).
3.-Heterogeneous and homogeneous mixtures. 3.- the importance of the moon cycle in crops
4.-Changes in the landscape and daily life. and animals.
5.-Gastronomy. 4.- The natural resources of the community.
6.-Life cycle and its changes. 5.- Photosynthesis. As an initial notion.
7.-How to maintain health. 6.- Land uses.
8.-Body movement and health prevention. 7.- Organic and inorganic garbage.
9.-Prevention of accidents and risk areas in the
home, school and community.
LIFE AND NATURE
1.- Natural Resources and their proper use. (Water, air, 1.-The animals of my community.
vegetation.) 2.-Application of force on objects for change and
2.-Photosynthesis and the food chain. (herbivorous, transition (shape and transfer)
carnivorous and omnivorous animals)
3.-Characteristics of drinking water and air and their
3.-Characteristics of sound and musical
relationship with health. instruments, as a source of income.
4.- The natural resources of the community and the 4.-Raw materials and their transformation

region 5.-Importance of local products
5- Measures and standards for the rational use of natural 6.-Types of production, Import and export
resources and environmental conservation.
1.-Properties of materials, weight and volume.
2.-The importance of magnets and their use.
3.-Temperature as a measuring instrument.
2017-2018
FOURTH GRADE
1.-Sexual characteristics of women and men. 1.-The use of bacteria and fungi.
2.-The reproduction of living beings. 2.-The corn cycle.
3.-The human body and health. 3.-The ecosystem.
Digestive system. 4.-Study of the Moon and the Earth.
Locomotor system. 5.-Foods derived from corn.
Muscular system. 6.-Types of soil.
Nervous system. 7.-Conservation of corn forage.
4.-Life cycle. 8.-Silage.
5.-Classification of animals (oviparous and 9.-Recycling, silage and composting.
viviparous).
6.-First aid.
LIFE AND NATURE ORIGIN AND EVOLUTION OF PEOPLES ECONOMY (ARTS AND CRAFTS)
1.- Natural Phenomena. 1.- Agriculture.
2.- The stability and maintenance of ecosystems. 2.- Fishing.
3.- Climate changes. 3.- Livestock.
4.- The physical states of materials and their 5.- Stone carving.
changes. 6.- Pottery.
5.- Water cycle. 7.- Carpentry.
6.- Pollution. 8.- Copper crafts.
7.- Food from yesterday and today. 9.- Embroidery.

8.- Cooking, decomposition and conservation of 10.- Crafts made of tule, chuspata, wheat, palm,
food. reeds, cob leaves, cornfield leaves, pine leaves,
pita, etc.

1.-Reflection and refraction of light.
2.-Electrization of materials, rubbing, contact and
induction.
3.-The usefulness of heat.
4.-Vaccines for health prevention.

2017-2018
FIFTH GRADE
1.-Risk situations in adolescence. 1.-Food.
2.-Sexual apparatus and glandular system. 2.-A correct diet.
3.-Importance of health. 3.-Corn derivatives.
4.-Actions to promote health. 4.-Process of preparing the land for planting.
5.-Land conservation through composts.
6.-Types and varieties of corn.
7.-Sowing types (temporary, humidity and
irrigation).
1.-Diversity and interaction of living beings. 1.-Nature as a means of subsistence.
2.-Characteristics of ecosystems and their use. 2.-Medicinal plants.
LIFE AND NATURE 3.-Environmental priorities. 3.-Fruit trees.
4.-Endemic species. 4.-Domestic and wild animals.
5.-Reforestation.
6.-Nature and community aid and conservation
projects.

1.-Mixtures and separation mechanisms.
Homogeneous.
Heterogeneous.
Condensation.
Evaporation.
2.-Force of gravity.
3.-Sound.
4.-Electricity and its use.
5.-Heat conduction and its use.
6.-Raw materials and their transformation.
7.-Measures and standards for the rational use of
natural resources.

2017-2018
SIXTH GRADE
1.-Anatomy and physiology of the human body. 1.-Let's improve our environment.
2.-Implications of sexual relations in adolescence. 2.-Knowledge of the characteristics of the
3.-Natural resources and their appropriate use. universe.
4.-Reduction, reuse and recycling (RRR). 3.-Use of energy
renewable and non-renewable resources. 4.-Foods derived from corn. (Grain atole,
5.-Food in the family and within the community. uchepos, toqueras, toquera atole, esquites.
6.-Social and communal life starting from the family 5.-Foods derived from corn. (Tortillas, corundas,
nucleus. atole blanco, nacatamales, tamales, pozole,
7.-Addictions and their prevention. pinole, ponteduro, esquites, corn gorditas,
8.-Hygiene in the family and community. champurrado, Simpa kamala, a derivative of the
milpa. And its nutritional value).
LIFE AND NATURE 6.-Foods that are produced within the cultivation
of corn. (Quelites), (eggplant), (tomatillo),
pumpkin flower, pumpkin, bean, talayote).
1.-Human evolution, plants and animals. 1.-Wood as economic support.
2.-General characteristics of geological eras. 2.-Oak land as fertilizer.
3.-Changes in living beings and extinction 3.-Temporary and permanent activities.
processes.
4.-Types of food (then and now).
5.-Classification of plants and animals; local,
regional, national and international.

1.-Use of image formation in mirrors and lenses.
2.-Importance of energy, its transformation and
implications of its use.
3.-Operation of simple machines.
4.-Visual, auditory, motor and ecological pollution
from the media.
5.-Relationship between the properties of materials
and their responsible consumption (RRR)
Importance of temporary and permanent
transformations of materials

PURPOSE
HISTORY AND TERRITORY
Promote in the students of our communities the importance of knowing history from the personal, family, communal,
regional, national and international spheres, raising awareness that the daily acts of each individual impact our
environment and society.
Value their culture as a source of knowledge in development in their daily lives as well as in school and its changes
over time.
Recover the historical memory of the native peoples from their uses and customs, to continue preserving territoriality
as a space of life and economic, political, cultural and social reproduction.
That identifies the changes that occur in their environment from the areas: natural, territorial, social, cultural,
economic and political from the worldview of the indigenous peoples.

2017-2018
FIRST GRADE
1.-Stories about the history of the community. 1.- Stories about corn. (Corn diversity).
2.-Family tree. 2.-Most important places for planting in my
3.-Know the different public services in the community.
community. 3.-Different types of crop grains.
4.-The festivals of my community. 4.-Corn cycle (land preparation, sowing,
HISTORY AND 5.-Purepecha New Year. weeding, seconding, fertilizing, harvesting).
TERRITORY 6.-Most relevant characters of our town. 5.-The names of the hills, plains, roads and
7.-Native games. waterholes in Purépecha.
8.-Heroes of the Independence of Mexico. 6.-Corn derivatives.
9.- Biographies and monographs of historical facts. 7.-Crafts.
1.-The changes in my community. 1.-Old and current jobs.
2.-Other Purépecha communities. 2.-The commercial exchange.
3.-Changes that our ecosystem has suffered. 3.-Barter.
4.-Changes of territorial limits. 4.-Tourism in some communities.
5.-Know the different types of jobs in my
community.
1.-Interactive map getting to know my community.
2.-Know the
past of our technology.
3.- The evolution of the media of my town.
4.-Know the different types of work tools of the past
and present.

2017-2018
SECOND GRADE
1.-Personal, family and community history. 1.-Classification of the different types of grains
2.-Locate the family genealogical tree. for sowing.
3.-Location of buildings and public services in the 2.-Limits and boundaries of the community plots.
community. 3.-Know the temporary and wetland places for
4.-The types of housing in the town. planting.
HISTORY AND 5.-The types of work in my community. 4.-Preparation of corn products.
TERRITORY 6.-The causes of the Independence of Mexico 5.-Characters of the Mexican Revolution.
1.-Different times of change in my people. 1.-Recognize through your personal and family history that
2.-Represent different places using symbols and human beings change throughout life.
2.-Historical background of the community.
cardinal points. 3.-Investigate the community's civic commemorations.
3.-Testimony of adults to know the history of my 4.-Identify the different types of relief in the community.
town. 5.-Know the different trades that are practiced in the
4.-Life and death of Tanganxoan II. community.
6.-Commercial exchange of arts through tourism.
7.- Barter as a means of supporting the family economy.
8.-Natural resources.
1.-Community distribution. (Neighborhoods, barracks,
sections, streets, neighborhoods, blocks).
2.- Traditional and modern tools (know the names).
3.- Changes in the media.
4.-Uses of technologies.
2017-2018
THIRD DEGREE


1.- Territorial division of the Purépecha. 1.- Background of corn planting.
2. -My community in historical movements. 2. -Timeline (the evolution of corn over time).
3.- Impact of the viceroyalty on my community -(for example temporary, humidity, irrigation etc.)
(causes, consequences, and legacy). 3.- Import and export of products such as corn,
4.-Language. wheat, lentils, rice, etc.)
HISTORY AND 5.-Traditions. 4. -The past and present in the planting of corn.
TERRITORY 6.-Uses and customs). -Oral testimony of grandparents and other
7.- Sources of employment. relatives: The measurement of time, the clock,
the calendar, days and weeks, months, years
8.-Commerce (barter).
and decades.
9.- Tourism.
-lunar situation in corn production and its
10.-New economic activities. influence.
11.-Sale of traditional clothing (arises from the need 5.- Corn and life change over time.
for economic income). -Things from before and things from now.
12.- The Purépecha calendar. -The ways of life of the past and the life of today.
13.- Types of government (communal organization). 6.- Corn through the different eras of history.
14.-The origin and meaning of the holidays. -Prehispanic Mexico.
15.-Background forms of organization. -Discovery and conquest.
16.- Current organization of the different festivities. -The colony.
17. -Preparation of the timeline. -At the moment.
18.-Geographic location and similarities.
19. - Cultural manifestations of the town,
municipality, entity and the country. (Dances,
dances. locker room. language etc.).
1.- The origin of the community. (Documentary and 1.-Pre-Hispanic Mexico.
testimonial by adults). 2.-The traditional culture of the native peoples of
2. -Historical testimonies. the state of Michoacán.
3.- Historical cultural buildings. 3.- Elements of local life as part of its own
4. -Places and objects. (Household items, coins, history.
clothing, toys, work instruments. 4.-The life of the past and the life of today.
5.- History and origin of the Purépecha. 5.-Elements of local life as part of identity.

6. -Territory and reigns. 6.-The entity has a history.
7. -Political, economic and social organization (the 7.- Different types of employment in indigenous
before and today in our communities). peoples.
8. -Symbols and elements of identity (language , 8.-Migration as a consequence of lack of jobs for
clothing, music, pirekuas, dance, celebrations of the our native peoples.
Purépecha new year, flag, anthem, traditional 9.-Evolution of forms of production.
festivals.
9.- Native peoples today.
10.- The Purépecha, Otomi, Mazahua, and Nahuatl
empire throughout the history of Mexico.
11.- Territorial location as a Mexican Republic.
12.-The reform of the intervention and the empire of
Maximilian and the restored republic.
13.- The Porfiriato.
14.- The Mexican revolution.
15.- Contemporary Mexico.
1.-The history of our community and its media.
(Roads, land and air transportation, naval, internet,
satellite signals such as cell phones).
2.-Pre-Hispanic Mexico and its scope in the use of
technology in the production of its products.
3.- Mesoamerica and its great civilizations.
-a) Common elements of Mesoamerican culture.
-b) Location and spatial time.
-c) Aridoamerica.
4.-Pre-Hispanic heritage.
-Discovery and conquest.
-The colony.
-Independence and the first empire.
-The porfiriato.
-Contemporary Mexico.

2017-2018
FOURTH GRADE
1.- Territorial division of the native peoples of 1. Settlements of the first inhabitants of the
Michoacán. original towns of Michoacán.
-Sketch of the political division of the native -Pre-Hispanic cultures.
- First settlers

peoples. 2-. Location of the limits of my community
2.-The historical movements of the four native (markers, boundaries, as the case may be).
peoples of the state of Michoacán. 3.- The emergence of corn. And its importance in
-Living traditions. the nutrition of indigenous peoples.
-Dances. 4.- Corn production before and today:
-Traditions. -From my community.
-Parties. -From my state and neighboring states.
-Celebrations. 5.- The story.
3. -Political division of the territory (municipalities, -What do our ancestors say about corn?
state). -Benefits of corn.
4. -The conquest of Mexico and its: -The harms of transgenic, hybrid corn.
-Impact on my community (causes, consequences, 6.- Timeline (the evolution of corn throughout
and legacy). history).
-Language. 7. The independence of Mexico (causes,
-Religion. consequences, and legacy).
-Language.
-Traditions.
HISTORY AND -Traditions.
- Customs and habits.
TERRITORY - Uses and customs about corn.
5.-Main sources of employment in your community.
-Migration.
-Import.
-Export.
- Tourism.
6.- My community in historical movements.
-Birth and mortality (planning).
1.-The first settlements, origin of my community 1.- Historical overview:
-The History of the Community. Territory.
2.-Traditional Authorities. Social organization.
-Form of organization Form of government.
3-. Cultural heritage The economy in the indigenous community.
-The Sacred Places of the Town. Culture and idiosyncrasy.
- Churches 2.- Duties and rights.

-Houses 3.- The importance of climate and vegetation in
-Pyramids the economy of indigenous peoples. (Generating
-Ruins different types of crafts and arts).
4.- social organization of indigenous peoples. 4.- the influence of Mesoamerican Culture for the
5.- The Territorial Limits of the Locality, municipality native peoples of Michoacán.
and state. 5.-The conquest of Mexico and its repercussions
6.- Agriculture. on our native peoples.
-Techniques for Growing Corn 6.- The Independence of Mexico for the ideals of
-Varieties of Corn in the Locality. freedom and justice of the native peoples.
6. The Family Tree of the native peoples.
7.- The Toponymy of the Locality. (meaning of the
names of the native peoples)
8.- My identity
-Loss of indigenous identity.
The Pirekua.
-Ancestral practices
9.-Economic Activities of the Town.
-Previous and current economic activities
9. The Mexican revolution.
1. The history of my community before the media:
-Interviews with our grandparents and parents.
2. -the scope of internet use.
Cause-Effect in our native peoples.
3.- Main media in our indigenous communities.
(Marine, land, air, radio, television, newspaper,
public address system, train).
4. Pre-Hispanic Mexico and the participation of
indigenous peoples.
5. Mesoamerica and its great civilizations.
a) Common elements of Mesoamerican culture.
b) Location and spatial time.

2017-2018
FIFTH GRADE
1.-The indigenous resistance 1.-The planting and the first settlers of the region.
2.-Sïrángua (Get to know our Purépecha historical 2.-The origin of corn and its evolution.
figures). 3.- Corn derivatives.
3.-Forms and types of organization in the 3.-Measurements used in corn.
communities. (formerly-current). 4.-Boundaries of agricultural land.
HISTORY AND 4.- The political and religious influence on the 5.-The different types of fertilizers that were used
TERRITORY Purépecha. before and currently for the cultivation of corn.
5.-The loss of identity (language and culture) after 6.-Time in which sowing should be done based

invasion. on the Land Classification.
6.-The history of the town and its evolution. 7.-The lunar cycle within corn.
7.-Uses and customs of my community. 8.- Consequence of global warming on the crop
8.-The struggle of the native peoples.
9.- Emancipation of political parties within the native
peoples.
1.- The tasks 1.- Crafts as economic activities in indigenous
2.-The infrastructure before and now. peoples.
3.- The transformation of people in (political, social, 2.- Ancestral jobs.
economic). 3.-The essence of the dances.
4.- Natural phenomena. 4.-Natural resources as raw materials for
5.-Background and causes of the Mexican indigenous peoples.
revolution. 5.-The elaboration of clothing in native peoples.
6.-Communal and ejidal representation of the 6.-Plans and sketches of the community territory.
community. 7.-Testimonies about the boundaries of the
7.-Old documents from the community territory. community's territory
8.-Forms of organization on the care of
community boundaries.
1.-Pre-Hispanic Mexico
2.-Traditional dances
3.-Elements of local life as part of its own history
4.-The ways of life of the past and life today
5.-Forms of ancient production (planting, thread,
shingles, charcoal, fishing, crafts and wood.
-The migration
-Evolution of forms of production.
6.- The evolution of the media at a universal level.

2017-2018 THE STATE OF MICHOACÁN.
SIXTH GRADE
1.-The chronology of the Kings of the native peoples. 1.-The origin of corn
2.-Xirangua (the family tree). 2.-Traditional measurements of weight and length.
3.-The loss of identity (language and culture) after 3.-Boundaries or boundary markers.
invasion. 4.-Cardinal points.
4.-The history of the town. 5.-Nomenclature of local, regional and national
5.-The toponymy of the town. geography (places, roads, hills, ravines, waterholes)
6.-Register all the community festivals and their 6.-Classification of land.
meaning. 7.-Primary and secondary activities.
7.-The struggle for indigenous territories.
8.-The fight for autonomy.
9.-The commemorations of the native peoples.
10.- The four cultures of the state.

1.-The origin of the P'urhépecha People. 1.-Investigation of the trades.
2.-The first settlements in Michoacán. 2.-Economic activities of the community.
3.-Territorial limits: national, state, municipal and 3.-Crafts as sources of jobs.
HISTORY AND communal. 4.-Raw materials for making crafts.
4.-Origin of the community. 5.- Types of crafts from the place and region.
TERRITORY
5.-The habitat of the different types of animals.
6.-The habitat of the different types of plants.
1.- Types of technology and media that exist in your
location.
2.-History of technology and media.
3.- Importance of technology for the development of our
communities.
4.-Proper use and management of technology for its
exploitation.
5.-The evolution of ICT.
PURPOSE
WORLDVIEW AND VALUES
That students know and practice ancestral beliefs and knowledge, customs, traditions and communal, economic and
political organization, for the recognition of their identity, respect, responsibility and mutual help.
That the student knows the physical and emotional changes, both personally and that of his classmates, the rights
and obligations, as well as the uses and customs of his community.
Strengthen identity from the worldview and values of indigenous peoples.

2017-2018
FIRST GRADE
1.-The greeting in the family and in the community. 1.-The production, care and respect of corn.
2.-Solidarity in the family. 2.-Beliefs about corn.
3.-The gods of our culture. 3.-The values of our culture
4.-Cultural and ethnic identity. 4.-The rights, responsibilities and obligations in
5.-The Purépecha flag. the community.
WORLDVIEW AND 6.-The celebration of the Purépecha new year. 5.-The communal authority
ALORES 7.-The task, mutual support in the communities.
1.-The stories and legends about the community. 1.-the rituals before cutting down a tree.
2.-The history of the community. 2.-The community rituals before starting field
3.-the historical processes of the community. work (fishing, hunting, planting, cutting a tree,
etc.)
3.-Conciliation in the resolution of community
conflicts.
4.-Mutual support in community work.

1.-Respecting the differences interactive video.
2.-The community festivals that give me identity.
3.-Responsible use of current media.
4.-The customs and traditions of the community
over time.
2017-2018
SECOND GRADE
1.-The astronomical knowledge of our culture. 1.-Beliefs about corn.
2.-The social and political organization of the community. 2.-The Purépecha flag, the meaning of its colors
3.-Values and their form of transmission in the and the shield.
community. 3.-Favourable climates for the beginning of corn
4.-The counselor in the community
planting.
5.-fair and respectful treatment for self and others.
WORLDVIEW AND 6.-the calendar of culture.
4.-Life and death in our culture.
VALUES 7.-religion and cultural deities. 5.-The uses and customs of the community.

1.-The autobiography. 1.-Beliefs and knowledge about the sun god and
2.-The members of the family. the moon goddess and the relationship with the
3.-Traditional food. different crops of the community.
4.-Respect for older people. 2.-The characteristics of the community.
5.-The physical characteristics of the community.
3.-Knowledge and beliefs about eclipses.
6.-Natural phenomena.
7.-Collaboration and mutual help between the
4.-Beliefs and knowledge about comets.
inhabitants of the community.
8.-The Purépecha new year.

1.-Purepecha Hymn.
2.-The Purépecha flag.
3.-The customs of my community (video).
4.-Respecting differences (video).
5.-Purépecha Interactive.
6.-Our values.
7.-What we do.
8.-What we feel.
GENERAL9.-What
CONTENTwe FROM
live. UNIVERSAL COMMUNITY-SCIENTIFIC KNOWLEDGE FOR THE INDIGENOUS ENVIRONMENT IN
2017-2018
THIRD DEGREE
1.-Values (vision of our environment) 1.-Corn as our main food. Communities.
2.-The rules of coexistence. 2.-Mutual help in the care and harvest of corn.
3.-Gender equity. 3.-The roles and rules of family coexistence (in
4.-Beliefs harvesting, shelling, selection of ears and leaves
5.-Children's rights (education, health, recreation and payment with the product).
WORLDVIEW AND and rest) and obligations. 4.-The cornfield scarecrows and their function.
VALUES 6.-Roles adopted in the community - positions 5.-Rites about: planting, corn, harvesting and
7.-Responsibilities storing corn.
8.-Communal organization, municipality and in the 6.-Identity of our culture.
State. 7.-Individual and collective work.
9.-Economic activities and trades in the community, 8.-The population of the entity and its diversity
rural and urban. and interdependence.
10.-Emigration and immigration.
11.-Cultural manifestations of: the community,
region and nation
(Dances, dances, food
12.-Rights and obligations in participating in
festivities and commemorations.
13.-Communal work and collaboration.

1.- Communal work. 1.-The social organization of the community.
2.- Mutual help 2.-Cultural manifestations of the community.
3.- Form of election and function of civil, communal 3.-Importance and appreciation of diversity
and religious authorities. 4.-The rights of all children
4.- Family respect, at school and in the community. 5.-Cultural exchange
5.- The general assembly. 6.-Symbols of the community.
6.- Duties and obligations of children.
7.-Goods that are produced and services that are
7.- Uses and customs of the community.
provided in the town.
8.- The worldview of the people.
9.- Community knowledge. 8.-Importance of collective work and
10.- Respect for the value of the word (rescue). collaboration.
11.- The toponymy of the community. 9.-The trades and professions of the community.
12.- Date and foundation of the community.
13.- The community festival.
1.-Influence of the mass media and communication
on the loss of identity of indigenous children and
young people.
2.-The responsible use of the media.

FOURTH GRADE
1.-Customs of my community. 1.-Corn as the basis of community nutrition.
2.-The P'urhépecha flag. 2.-Collaborative work in the care and harvest of
3.-Purepecha and universal values corn.
4.-The P'urhépecha new year, its calendar and its 3.-The roles and rules of family coexistence (in
main gods. harvesting, shelling, selection of ears and
WORLDVIEW AND 5.-The dances. payment with the product).
VALUES 6.-The rules of coexistence. 4.-The cornfield scarecrows, their function and
7.-Gender equity. payment.
8.-Local, regional and national beliefs 5.-Ritues: planting, corn, harvesting and storing
9.-The rights of Mexicans and the rights of corn.
indigenous peoples. 6.-Gender equality.
10.-Rights and obligations. 7.-Beliefs.
11.-Structure and functioning of the community. 8.-Children's rights. (Education, health, food,
12.-The political constitution of Mexico. recreation and rest).
13.-The three powers of government and the rural
environment and the urban environment.
14.-The political division of the entity where I live.
15.-Mexico, a multi-ethnic and multicultural country.
16.-The federal government.
1.-Respect and discipline. 1.-The historical role of respect in the community

2.-Communal work. 2.-Barter.
3.-Ethnic identity. 3.-The four regions of the state and the ethnic
4.-Fables and popular anecdotes. groups.
5.-Communality (Work by gender). 4.-The cultural wealth of the indigenous groups
6.-The task. of Mexico.
7.-Reciprocal help. 5.-Human rights.
8.-The celebration of the cult of the deceased. 6.-Physical, cultural, social and economic
9.-The meaning of party. differences and similarities of those around you.
10.-Respect for nature. 7.-Freedom and respect of citizens.
11.-Respect for others. 8.-Free decision-making.
12.-Respect for parents and grandparents. 9.-The cultural expressions of the community,
13.-The conception of nature. 10.-Plurality.
11.-The autonomy of the communities.
12.-Discrimination
1.-The oral tradition of the Purépecha people.
2.-My community, its community organization,
government system and mutual aid.
3.-Ancestral and universal values.
4.-appreciation of technology.
5.-Ancestral values.
6.-Promotion of our ethnic values and universal
values.
7.-Applications and educational programs.
8.- What is the internet?
9.- What is an internet browser?
10.-The media in favor of values and the search for
information
11.-Influence of the mass media.

2017-2018
FIFTH GRADE
1.-Values, in the family, school and in the 1.-The shelling of corn considering the exact
community, schedule and time.
2.-Traditions and customs of the community. 2.-Mode and manner of corn care.
3.-Roles in the family: man and woman (rights and 3.-The harvest and the ceremonies.
obligations). 4.-Speeches from the ceremonies in gratitude to
WORLDVIEW AND 4.-Rights and obligations in the community: land Mother Nature.
VALUES ownership, and enjoyment of natural resources 5.-The corpus
5.-The tasks 6.-Preparation of atole.
6.-The social, political and religious organization 7.-The shelling of corn according to the
(cooperations, civil and communal authorities, philosophy and customs of the community.
traditional).
7.-Values in the family.
8.-Values in the community:
9.-The sense of belonging and cultural identity.
10.-Vocational guidance in the family.
1.-Respect in the community before and now. 1.-Rituals for the exploitation of nature.
2.-Respect for domestic animals 2.-The importance of nature in the life of the
3.-Food for domestic animals. community.
4.-Respect and value for wild animals. 3.-The community's respect for nature.
5.-Location of wild animals. 4.-Closed season.
6.-The time in which the fruit of a tree should be

eaten.
1.- The influence of the media on the forms of
community organization.
2.- -The use of technology in the Identification of
some cultural manifestations.
3.-importance and appreciation of diversity.
4. The technological goods and services that the
community has.
5.-The rights of children, in the access and use of
technology.
6.-The use of social networks for cultural exchange.
7.-The use of technology in the production of goods
and services that are produced in the community.
8.- The services.

SIXTH GRADE
1.-Roles in the family: man and woman (rights and 1.-The origin of corn.
obligations). 2.-Rotation of the crop or rest of the land.
2.-Rights and obligations in the community: land 3.-Cultivation times.
ownership, enjoyment of natural resources, tasks, 4.-Traditional ways of preserving corn (tapanco).
social, political and religious organization 5.-Festivals related to corn (corpus).
WORLDVIEW AND (cooperations, civil and communal authorities, 6.-Comparison and analysis of festivals related to
VALUES traditional). corn.
3.-The transmission of values in the family. 7.-Rituals of each moment of corn cultivation.
4.-Values in the community. 8.-The times of preparing, shelling, sowing and
5.-The sense of belonging and cultural identity. harvesting.
6.-Vocational guidance in the family.
1.-Structure and functioning of autonomous 1.-Traditional healers and doctors.
communities and municipalities. 2.-Knowledge about trades.
2.-Respect for communal property. 3.-The family and communal economy.
3.-The uses and customs within the community. 4.-Communal cooperatives for the use of
4.-The counselors resources.
5.-The lunar phase for the use of trees that provide 5.-The professions of my community.
wood. 6.-Crafts that are made in my community.
6.-Times to cut trees
7.-What animals predict (omens).
1.-The dissemination and call for cultural events
2.-Mobile applications in the education of my
community.
3.-Social networks in education.

4.-Virtual communities.
5.-Communication and digital resources.
6.-My community on the internet.
7.-Internet for education.
8.-The individual on the internet.
9.-ICT in ways of thinking with cultural relevance.
10Technology and the media as a factor of
progress.
11.-Evolution of the media.
12.-ICT and interpersonal relationships.
13.-The media.

PURPOSES
TRADITIONAL TECHNOLOGY
Know, value and use the traditional technology of the communities, which are used in different areas of daily life,
which have allowed us to establish a harmonious relationship with nature since ancient times, as well as its evolution
to current technology; including technological innovations, to promote autonomous and permanent learning, for the
benefit of their personal and community development.
Know and understand the use of traditional technology used in arts and crafts as a way of life in the community and
awareness of belonging to their culture, based on the wisdom of the elders and the knowledge acquired from
generation to generation.
Achieve contemporary technological and traditional training that integrates the know-how for the development and
elaboration of arts and crafts as well as the know-how to make decisions responsibly in the use of natural resources,
products and processes.
Recover the use and knowledge of the traditional technology of the four indigenous peoples of Michoacán.

2017-2018
FIRST GRADE
1.-Utensils and accessories of the communal 1.-Land preparation processes for planting corn.
housing. 2.-Knowledge and use of biofuels
2.-Work tools in the different trades of the 3.-Instruments of the traditional corn
community. measurement system.
3.-Characteristics of manual devices and household 4.-Types of fencing the plot or pasture.
TRADITIONAL appliances. 5.-Wooden sheds and other spaces to store
TECHNOLOGY 4.-Installation and equipment of the family farm corn.
5.-Music, dance that is practiced in the family and 6.-Ceremonial acts to corn.
the community
6.-The discovery of fire and its importance in the
family unit.
1.- Representation in sketch and model of the 1.-Manufacturing of previous and current work
community. tools in the family economy.
2.-Knowledge and use of work tools in the 2.-Jobs that alternate during the year for family
agricultural, livestock and forestry field and their subsistence.
changes over time. 3.-Use of technologies in the implementation of
3.-Transformation processes in making traditional trades to generate economy.
clothing. 4.-Innovation of work tools for serial production.
4.-Goods that are produced locally and that have 5.-From the stove and fireplace to gas and solar
been replaced by others. stoves.
5.-The discovery and use of the first metals for the 6.-The usefulness of cactus slime in the
manufacture of tools and domestic utensils. production of paints .
6.-The cultivation of corn and the domestication of
animals as an element of family sedentarization.

1.-Mechanical typewriter as a precursor to the
computer.
2.-Computer equipment (processor, monitor,
regulator, keyboard, cables and projector)
3.-Equipment and work tools from the beginnings of
the community.
4.-Work devices and equipment
5.-Laws and principles of electricity and its domestic
and industrial uses.
6.-Technology in science, in medicine, astronomy,
agriculture, livestock.

2017-2018
SECOND GRADE
1.-Current and old tools and utensils of the house. 1.-Planting periods for rainfed corn and irrigation.
2.-Traditional food preparation techniques in my 2.-Edible oil and other corn derivatives.
community. 3.-Organic and agrochemical fertilizers.
3.-Characteristics of traditional cuisines in the 4.-Properties and differences between native
community. corn and hybrid corn.
TRADITIONAL 4.-Family organization for the care of the family 5.-Traditional and current uses of farmland.
TECHNOLOGY farm. 6.-Use of the parts of the corn plant to make
5.-Stories and songs from the community's oral crafts.
tradition.
6.-Preparation of natural pigments
1.-Changes that occur in the physical infrastructure 1.-Raw material for the production of work tools.
of the community and other spaces. 2.-Ways to learn the different trades that are
2.-The importance of science and technology in the practiced in the community.
evolution of people. 3.-Growing vegetables and fruit trees in the
3.-New customs adopted by the community. family garden.
4.-Identify the different trades that are practiced in 4.-Materials for making community crafts.
the community. 5.-The best-known musical instruments.
5.-Exchange of goods and services between local 6.-Characteristics of rustic looms, carding and
residents. wool and cotton spinning.
6.-Wells, dams, canals and aqueducts to store and
transport water.

1.-Usefulness of the flannelgraph and the

mimeograph in school.
2.-My computer equipment and the use of the most
common accessories.
3.-The musical language mediated by current
technology.
4.-The technological inventions of the 20th century
that changed humanity.
5.-History and characteristics of the bicycle.
6.-History and characteristics of the motorcycle and
its work use.
THIRD DEGREE

1.-Family objects and traditional home furniture. 1.-Basic tools for planting corn and other field
2.-Indispensable items for daily use for home and products.
work. 2.-Ethanol as a derivative of corn in industry.
3.-Tools and machines for making traditional 3.-Evolution of corn cultivation techniques.
clothing. 4.-Means of transporting corn from the plot to the
TRADITIONAL 4.-Characteristics and operation of the family farm. house before and now.
TECHNOLOGY 5.-Equipment and tools that are used in the different5.-traditional toys (made with the leaves of corn,
festivals. corn, cob and stubble).
6.-Fishing, styles, techniques and tools. 6.-The evolution of the team to the tractor in
agriculture.
1.-Evolution of work equipment and furniture used in 1.-Main sources of income in the family
the community and other spaces. economy.
2.-simple tools. (Tweezers, scissors, hammer, 2.-Techniques for exploiting forest products.
scale, wedge, knife, etc.) 3.-The production of blouses, girdles and shawls
3.-Transformation of commerce in the community for commercial purposes
4.-Means of transportation before and now. 4.-Traditional and representative dances of the
5.-From the ax and the manual saw to the chainsaw community.
in the exploitation of forest resources. 5.-Learning and teaching the basic elements of
6.-Changes caused in rivers and lakes due to guitar and violin.
environmental pollution. 6.-The manufacture of furniture and crafts for the
family economy.
1.-Community radios as means to promote or
strengthen our local cultures.
2.-Basic elements of Paint, Word and Excel at
school.
3.-Benefits and/or harms of technology in
communities.
4.-Technology in community.
5.-Technology in architecture, commerce,

transportation.
6.-Discovery of the wheel, its use and from the cart
to the automobile.
2017-2018
FOURTH GRADE

1.-Preparation of kitchen and household utensils. 1.-Machinery used for harvesting corn and other
2.-Traditional architecture in housing construction. products.
3.-Crafts that are made in the family or in the 2.-Presentation and exhibition of corn-based
community. foods.
4.-Importance of the collaboration of family 3.-Use of the leaves of the corn plant.
TRADITIONAL members on the farm. 4.-Varieties of corn and their characteristics
TECHNOLOGY 5.-Preparation of musical instruments with materials according to the type of soil.
from the region. 5.-History of corn and its evolution.
6.-Types of light (natural and artificial). 6.-Corn flour for different uses in food.
1.-Changes caused by nature and the technology 1.-Design and production of traditional toys.
used by man in community spaces. 2.-Construction of carved wooden furniture.
2.-Machinery used for the transformation of the 3.-Industrialization and conservation of food.
physical and natural spaces of the communities and 4.-Types of rainfed and irrigated crops as family
others. sustenance.
3.-Bartering of products, a form of social, cultural 5.-Different forms of artistic body expression.
and economic development. 6.-Keyboard and percussion musical instruments
4.-Community services and their progressive in cultural manifestations.
changes
5.-The formation of the first indigenous peoples in
Michoacán.
6.-The first forms of social organization created by
man.

1.-Internet browsers and their usefulness at work
and in education.
2.-Relationship between traditional and modern
technologies in agriculture.
3.-Traditional and modern medicine in our lives.

4.-Benefits and/or harms of current technology in
the community.
5.-Technologies that exist in our community.
6.-Current utility of the passenger and freight train.
2017-2018
FIFTH GRADE
1.-Modern technology used in the community 1.-The process of making tortillas and other corn
kitchen. derivatives.
2.-Modern technology used in infrastructure works 2.-Foods derived from corn and corn.

in the community. 3.-Orientation through the cardinal points, for the
3.-Supply of raw materials for the manufacture of furrows and other uses of the field.
TRADITIONAL crafts. 4.-Insecticides and care in the conservation of
TECHNOLOGY 4.-Foods that are produced on the family farm. corn.
5.-Organization for carrying out different jobs in the 5.-Corn as the basis of the diet of the
family. Mesoamerican people.
6.-The lever and the pulley as simple tools and their 6.-Other peoples that consume corn as their
usefulness. main food.
1.-Importance of means of transportation in the 1.-Ways of exploitation and care of wood.
transformation of towns. 2.-Technique for working with vegetable fibers
2.-Evolution of farming techniques. and dyes.
3.-Changes in the social and political organization of 3.-Techniques for making crafts.
the community. 4.-Ways of transporting and marketing crafts.
4.-Tools used to plant before and now. 5.-Innovation of crafts and their techniques.
5.-Utensils with which it was prepared before and Sewing, knitting, cutting and making of dress and
the changes. sports clothing.
6.-Influence of the media for the cultural
transformation of people.

1.-The internet and social communication networks.
2.-Utility of the photographic and video camera as a
means of communication.
3.-Land, air and sea transport and its evolution.
4.-Newspapers, magazines, books and other written
media.
5.-Symbolism as a conventional communication
language.

6.-Evolution of postal mail, telegraph, telephones.
2017-2018
SIXTH GRADE
1.-Location of the house within the community. 1.- Construction of a barn with a lid for storing
2.-Current techniques and materials in the corn.
construction of communal housing. 2.-Corn conservation and marketing.
3.-Transportation and marketing of crafts. 3.-Forms of production according to the type of
4.-Work relations and ownership of the means of soil.
production. 4.-Dumbbells as a way of selecting seeds for
5.-Toys and ornaments made from wood. different uses.

6.-The social division of labor and the distribution of 5.-Ways of using stubble.
wealth. 6.-Transgenic corn and its characteristics.
TRADITIONAL 1.-The most visible changes in the community's 1.-Uses of wood in the production of crafts.
TECHNOLOGY landscapes. 2.-Trade of products made in the community.
2.-Technological innovation in the agricultural field 3.-Barter as a way of family subsistence.
today. 4.-Masonry and blacksmithing as alternative
3.-The transformation of commerce mediated by jobs.
current technology. 5.-Basic elements of wind musical instruments.
4.-New forms of transportation, both material and 6.-Collection and processing of pine resin.
human.
5.-Uses of the forest resource with current
technology.
6.-Landscape changes due to deforestation of
forests.

1.-Basic elements of Power point and Publisher in
school tasks.
2.-Most common means of communication today.
3.-History and evolution of cinema, radio and
television.
4.-History and evolution of the most common means
of communication.
5.-Importance of current technology in the school
classroom.
6.-The cell phone and other technological advances
in communication.

PURPOSES
TRADITIONAL MEDICINE
- Know the different natural medicinal resources that serve to prevent, cure and treat the most common ailments in
our communities and thus contribute to the strengthening of community knowledge.
- Promote, create and practice the alternative health system that provides traditional medicine of indigenous peoples.

- That basic education students appropriate the techniques and procedures for preparing traditional medicinal plants
for the health of our indigenous communities.
2017-2018
FIRST GRADE
1.-My body and my health. 1.-The corn plant, its component parts. Uses:
2.-The senses (touch, taste, smell, sight and edible, medicinal and artisanal.
hearing). 2.-Types of corn and their origin.
3.-The plant, the parts that make it up. 3.-Corn and its preparation methods. Food,
4.-Ornamental and wild plants. beverages and medicine.
5.-Classification of plants: they benefit health and 5.-Types of teas that are consumed at home
harm health. derived from corn.
6.-Life and development of plants (germination, 6.-Animals that live in corn crops that are used in
growth, reproduction and death of plants). traditional medicine.

7.-The healing properties of medicinal plants.
1.- Traditional indigenous medicine in the 1.-Parts of the plant that can be used in
community. decoctions to treat diseases.
2.-Forms of traditional medicine preparation. 2.-Trades within traditional medicine.
3.-Preparation of plant-based soaps and shampoos. 3.-Most common illnesses within the community.
TRADITIONAL TECHNOLOGY AND MEDIA
MEDICINE 1.- Local medicinal plants. Photo album.
2.-The mural of medicinal plants.
3.-Medicinal pot plants.
4.-The human body and its care through sport and
food.
2017-2018
SECOND GRADE
1.-Healing properties of rue and cuachalalate (and 1.- Healing and food plants that are grown
other plants to improve health) together with corn.
2.-Consequences of the indiscriminate and 2.-Healing properties of peppermint.
irresponsible use of some plants. 3.-Healing properties of anise.
3.-Specialties of traditional medicine. 4.-The use of pumpkin leaves, flowers and
4.-Mushrooms and their relationship with food and seeds.
health. 5.- The bean and its relationship with health.
1.-Healing properties of epazote and other common 1.-Healing properties of mullein and other plants
plants in your area. typical of the community.
TRADITIONAL 2.-Preparation of plant-based ointments, soaps and 2.-Decoctions and infusions that prevent the
MEDICINE shampoos. most common diseases.

3.-Processes for preparing decoctions and
infusions to prevent diseases (recipes).
4.-Prevention of diseases through healthy eating.
1.-The human body, health and sport.
2.-Healing properties of: (arnica. Savilla and the
cactus)
3.-Instruments that are used to make cures from
mild to serious.
2017-2018
THIRD DEGREE
1.-Herbal uses. 1.-Foods prepared with corn that has healing
2.-Types of energy (natural and artificial light) properties.
suitable for the cultivation of medicinal plants. -Corn hair.
3.-Irrigation system (Canals) for the cultivation of -Corn water.
medicinal and edible plants that influence health. -Corn leaf.
4.-Medicinal plants -Esquite purple corn.
5.-Diseases -The pinole.
- Childbirth -White atole.
- Gestation -Yellow corn.
- Healing 2.-Medicinal plants (recipes).
6.-Jobs: 3.-Alternative forms of traditional healing.
TRADITIONAL -Bonemaker, midwife and the wise man. -Temazcal.
MEDICINE

1.-Medicinal plants and trees. 1.-Collection of medicinal plants
2.-Getting to know a botanical garden. 2.-Trade of medicinal plants
3.-Collection and classification of Medicinal Herbs. 3.-Places in the community where medicinal
4.-Homemade Medicines (preparation). plants are sold.
5.- Traditional doctors: (healers, bonesetters, 4.-Use of medicinal plants within the home.
midwife and wise man). 5.-The phases of the moon and their relationship
with some illnesses and/or cures.

1.-The medicines that our pre-Hispanic cultures
used.
2.-Medical services through the history of the
community.
3.-The catalog of traditional medicines
4.-The ancestral remedies recipe book.

2017-2018
FOURTH GRADE
1.- My body and my health. 1.-The recipe
2.-Most common diseases in the community. -Preparation of medicinal recipes derived from
3.-Alternative forms of traditional healing. corn.
4.-Knowledge and use of traditional medicine. 2.-Medicinal dishes.
-Traditional cleans -The skite.
-Beliefs and superstitions. -The pinole
5.-The birth functions of the midwife. -White atole
6.-The botanical garden structure and operation. -Huitlacoche
3.-Medicinal herbs.
TRADITIONAL -Types of herbs
MEDICINE -Medical uses
1.-Knowledge of Medicinal Herbs. 1.-Medicinal plants classification of plants that
-The Herbalist are beneficial and harmful to health.
- Traditional medicine 2.-Medicinal herbalism

2.-Cultivation of Medicinal Herbs. 3.-Reproduction of medicinal plants.
3.-Treatment of bone problems: (rubs, splints, 4.-Botanical garden indigenous ancestral
bandages, etc.) knowledge.
4.-Different diseases 5.-Preparation of ointments and tinctures.
-Empacho, scare and Evil Eye. 6.-Consumption of healthy foods to avoid
5.-Traditional Cleanses and Superstitions. diseases.
7.- Cleanliness and order in the prevention of
diseases.

1.-The temazcal and other alternative therapies for
the preservation of health.
2.- Traditional medicine documentaries on the
internet and other sources
3.- Virtual catalog of traditional medicine
4.-Printed recipe book for the preparation of
medications.

2017-2018
FIFTH GRADE
1.- The knowledge and use of traditional medicine. 1.- Corn and corn derivatives used in the
2.-The care of children at different stages of treatment of some conditions:
development and their illnesses. - White atole.
3.-Types of traditional medicine (boiled plants, - Corn hair.
applied without treatment, roots, resins, ointments, - Cooked corn water.
ointments, medicinal waters, medicinal animals. - Water cooked from corn kernels. Etc.
4.-Traditional medicine catalog 2.-Catalog of medicinal plants of the community.
- Applications 3.- Traditional indigenous medicine as a
-Preparations community health system
-Applications. 4.- Properties and benefits of grains and cereals.
TRADITIONAL 5.-Traditional and allopathic medicine first aid kit.
TECHNOLOGY ORIGIN AND EVOLUTION OF PEOPLES ECONOMY (ARTS AND CRAFTS)
1.- History of traditional medicine, before the arrival 1.- Natural medicinal recipes.
of the Spanish, during colonization and in the 2.- Use of medicinal roots.
current era; changes and differences. 3.- Census on people who work in local
2.- Healers and their function. traditional medicine.

3.- Natural medicine and its advantages. 4.- Plants and traditional medicine as economic
4.- Side effects of the use of allopathic medicine. support.
5.- Diseases caused by the consumption of 5.- The practice of traditional medicine as
processed foods. economic support.
6.- Animals that heal, waters that heal.
7.- Beliefs and truths about esoteric and spiritual
diseases (witchcraft, evil eye, etc.)

1.-The advantages of modern means of
communication for research.
2.-Traditional Mayan medicine.
3.-Traditional Quechua medicine.
4.-Traditional Amazonian medicine from Brazil.
5.-Compare the similarities with traditional local and
regional Purépecha medicine.
6.-The Purépecha worldview on medicine.

2017-2018
SIXTH GRADE
1.- Traditional medicine in the family and 1.- The knowledge and use of traditional
community. medicine.
2.- Food as medicine and its preparation process. 2.- Types of traditional medicine (boiled plants,
- Churipo applied without treatment, roots, resins,
- Bread of the dead ointments, ointments, medicinal waters,
3.- The botanical garden. medicinal animals.)
4.-Collection and cultivation of medicinal plants and 3.- Traditional medicine in the family and
mushrooms. community .
5.- International Day of Traditional Medicine. 4.- Food as medicine.
5.- The botanical garden in my house.
6.- International Day of Traditional Medicine.
TRADITIONAL 1.- History of traditional medicine (before the arrival 1.- Trees as traditional medicine and as
MEDICINE of the Spanish, during colonization and in the economic support.
current era, changes and differences) 2.- Resin and its use as traditional medicine.
2.- Use of plants native to the community as 3.- Traditional doctors, Sobadores, Healers,
traditional food. Midwives, Witches and their functions.
3.- Use of the community's own medicinal plants. 4.- The interview: prominent figures in traditional
4.- Animals for medicinal use. medicine.

5.- Beliefs and truths about esoteric and spiritual 5.- Anthology of traditional medicine recipes.
diseases (witchcraft, evil eye, etc.) Analysis and
reflections.
1.- Preparation of ointments and ointments.
2.- Catalog of local traditional medicine.
3.- Traditional indigenous medicine as a community
health system.
4.- The use and preservation of traditional medicine
in our community.
5.- New technologies that support the preservation
and dissemination of traditional medicine.
6.- Encyclopedia of alternative medicine.

Assessment
Formative, Comprehensive and Democratic
“A country that does not dream of the school it wants ends up perpetuating and mending the school it has”
What is evaluation?
“Evaluating is an ethical and moral, critical and analytical judgment to be able to see a situation objectively and
systematically organize it, but in an investigative way, look at the causes that generate bad results and operate on
the causes.” https://www.youtube.com/watch?v=BzURKciGn-Y video consulted on 04/20/2017, since evaluation is an
ethical, critical and moral judgment, it has to do closely with the teacher-student relationship. , contents, didactic
planning, context, environments and classroom materials, that is, it is a complex process in which many factors
intervene, therefore only the teacher is the one who can make a real judgment on the student's level of achievement.
What does it mean to evaluate? “It is the process that allows obtaining evidence, making judgments and providing
feedback on the learning achievements of students throughout their training; Therefore, it is a constitutive part of
teaching and learning” (SEP, 2011:22)

It is very common for teachers to apply evaluations only every two months, make their quantitative record and then
continue working the same, in this way they are not using the results to improve and in this case the only ones
affected are the students, who play a lot, who does not pay attention and that his parents do not support him, the
teacher does not look for the causes in the way he carries out his teaching practice. "I believe that based on the
acceptance that there is no practice without being evaluated, we must even democratically discuss paths of approval
and disapproval with students, methods of evaluating that are increasingly more democratic." Paulo Freire.
Based on experience and observation of indigenous teaching practice regarding evaluation, we find that; In most
cases, commercial exams are used as the main instrument to assign a grade, even though in some cases the
recording of tasks, exercises solved in the student's books, participation, attendance and punctuality, etc. are used.
They are not criteria that are considered systematically to determine the progress of students with respect to their
initial situation and the purposes of the study program.
Therefore, we make some suggestions that the teacher should keep in mind at all times of the evaluation process,
always having as a reference the graduation profile of indigenous children and the purposes of the seven lines of
training of the Educational Program for the Native Peoples of Michoacán. . With the understanding that the most
important thing in this process is the teacher's experience and the children's way of learning.
From the outset, it is necessary for teachers to recognize evaluation as a formative process, that is, as a resource to
redesign and plan their daily work. This will allow them to identify the needs that students present in order to think
about what follows after the evaluation. The daily review of the progress of your students will reduce the problem of
educational lag.
Purposes

 Know the level and progress of the child's knowledge, skills and attitudes in relation to their performance and
the purposes of the study programs.
 Identify whether the methodological teaching strategies and material resources used in class were
appropriate, that is, the teacher evaluated his or her own teaching practice.
 Recognize those factors that positively and negatively interfered with the achievement of the established
purposes, to plan and rethink actions that allow better results.
Moments
 At the beginning of the course, project or lesson, the teacher will investigate through dialogue, writings or
drawings to know the student's real situation regarding the knowledge and skills that he or she will achieve at
the end, to adequately adjust to the conditions.
 During the course or development of each project or topic, the teacher will identify the difficulties of his or her
children when faced with the exercises proposed in each situation, to take appropriate measures at the time of
class development.
 At the end of each topic, project or course, the achievement, progress and difficulties in the acquisition of
knowledge or development of expected skills, observable in the products of the exercises, will allow decisions
to be made to reaffirm the students' learning.
Instruments
 The students' notebooks

 Production of own texts

 Personal work folder
 Participations and exhibitions
 Log of tasks done at home
 Partial and final products of the five projects
 Written exams administered bimonthly for accreditation purposes
COMPREHENSIVE EVALUATION
SELF APPRAISAL
 Delivery of tasks
 Development of activities,
 Purposeful participation
 collaborative attitude.
 Work environment, inside and outside the room,
 Conflict resolution.
HETEROEVALUATION .
 It must be by the teacher.

 The learning objectives and the development of the activities of each line of training will be taken into
account.
CO-EVALUATION.

This occurs between peers.
 Cooperation.
 Willingness for collaborative and cooperative work.
 Attitude
 Tolerance and conflict management
CRITICAL EVALUATION
Critical evaluation must be democratic in that it involves the participation of all subjects who are affected by the
evaluation. It is the moment in which, in addition to acquisitions, doubts also emerge, the gaps to be rediscovered, in
the construction and formation of the educator-student in training's own thinking. (PDECEM)
DEMOCRATIC EVALUATION
In a democratic evaluation, the student, the group, the parents, the teacher and the teaching group must participate;
all educational agents must be involved in the evaluation processes.

Bibliography
ALONSO Tejeda, M. AND. (2009). Didactic planning. Recovered on JUNE 2017, from In Teacher Training Notebooks No. 3.
DÍAZ Barriga, F. (2005). Situated teaching. Link between school and life . Mexico: McGraw Hill.
DÍAZ Barriga, F. and. (2010). Teaching Strategies for Meaningful Learning . A constructivist interpretation. Mexico City:
McGraw Hill.
MEDINA, Patricia (2011), Community-community. PLOTS 34 • UAM-X • MEXICO • 2011

MONROY FARIAS, M. (sf). Didactic planning . In M. MONROY FARIAS, DIDACTIC PLANNING (pp. 454-486).
PERRENOUD, P. (2004). Ten New Competencies to Teach . Obtained from Centro de Maestros:
http://www.centrodemaestros.mx/carrera_m/diez_comp.pdf
SEP (1993) Study plan and program .
COORDINATION OF PEDAGOGICAL PROJECTS OF THE DIRECTORATE OF INDIGENOUS EDUCATION OF THE

SECRETARIAT OF EDUCATION IN THE STATE. (DECEMBER 2010). NEEDS, AGREEMENTS AND TASKS OF THE
XII STATE PEDAGOGICAL CONGRESS OF INDIGENOUS EDUCATION. “Building together an intercultural
bilingual indigenous education.” MORELIA, MICHOACAN, MEXICO.

SEP. (2011) Study programs guide for the Teacher.
SECTION XVII, CNTE. (2015). PDECEM ANTOLOGY. pdecem guidelines . MORELIA, MICHOACAN, MEXICO.
Annexes
DESCRIPTION OF THE EVALUATION FORM
I. Student identification data starting with the paternal and maternal surname and first name(s), unique
population registration code, grade they are in, group and shift at their school.
II. Quantitative evaluation. Record of partial grades and general average, in each of the two-month periods
there are five spaces for the teacher to optionally keep records of the most relevant aspects of the
formative and comprehensive evaluation of each of the five projects in relation to the lines training and a
space for the bimonthly average, at the end a table that corresponds to the general average per training
line.
III. Box to record the concentration of the quantitative evaluation by two months, with decimals and with a
minimum grade of 5.9 as limited and insufficient to continue in the next grade and 6.0 basic and sufficient
to continue in the next higher grade.
IV. Section to record the qualitative evaluation by literal bimonthly periods; L- limited equal to 5.0, the child has
knowledge but is limited in each of the five lines of training according to the objectives set. B- basic equal
to 6.0, the student has the basic elements required to continue, but requires tutorial support from the

teacher and his parents. R- regular equal to 7.0, the student is regular in every way but can improve with
individual support and advice A- advanced equal to 8.0, the student performs with some independence and
autonomy. S- outstanding equal to 9.0, he is a student with excellent physical and mental development and
who also has the full support of his parents. DP- full mastery equivalent to 10, the student fully achieves
the objectives and purposes of the grade lines.
V. A box with the specification of the aspects that should be considered for the qualitative estimation, each of
these aspects as well as the other components of the evaluation sheet can be redefined according to the
knowledge and experience of the teacher of each grade.
VI. Space to record the most relevant indicators of the intellectual, social and cultural development of the
student, this space is filled with the literal ones and accounts for the gradual development of the child from
the beginning of the period to the end.
VII. Level of intellectual analysis, the child is able to formulate hypotheses, analyze information and data,
synthesize and generate conclusions.
VIII. Signature of the mother, parent or guardian responsible for the student with whom there was
communication at all times to support the child in his or her education. The signature is collected bimonthly
with an open class where the parent or guardian can observe the performance of the student. your son.
IX. Finally, a space to write down the considerations that are considered necessary to follow up on the training
of each of the children and the respective validation signatures of the group teacher, the school director,
place and date with the corresponding stamp.

Dear teacher, this format is temporary, so we will appreciate your important observations and valuable contributions
to improve it, until we have an evaluation format with all the characteristics required for a new educational model for
our indigenous children.
NATIONAL EDUCATIVE SYSTEM

EDUCATION PROGRAM FOR THE VILLAGES
ORIGINARS OF MICHOACÁN
1st, 2nd. INDIGENOUS PRIMARY
SCHOOL CYCLE 2016-2017
STUDENT'S NAME
_______________________________________________________________________________________________________
(PATERNAL SURNAME) (MATERNAL SURNAME) (NAMES)
CURP__________________________________ GRADE___________ GROUP__________ SHIFT_______________________________
NAME OF SCHOOL__________________________________________________________
CCT________________________________________
FORMATIVE AND
AUG-SEP-OCT NOV-DEC JAN - FEB MAR - APR MAY - JUNE
INTEG. EVALUATION
PROJECTS
TRAINING LINES Q P.G
PROJECT 1 Q PROJECT 2 Q PROJECT 3 Q PROJECT 4 Q PROJECT 5
.
LANGUAGE
ETHNOMATHEMATICS
LIFE AND NATURE
HISTORY AND TERRITORY

WORLDVIEW AND
VALUES
TRADITIONAL

QUANTITATIVE ESTIMATION FINAL AVERAGE
AUG-SEP- NOV-DEC JAN-FEB MAR-APR MAY-JUN NUMERAL PRINT LETTER
OCT
TECHNOLOGY
TRADITIONAL MEDICINE
Total
ABSENCES TOTAL

_______________________________________ ____________________________________________
NAME AND SIGNATURE OF THE TEACHER NAME AND SIGNATURE OF THE PRINCIPAL
_______________________________________ ___________ _________________ ____________

PLACE OF ISSUANCE STAMP OF THE NATIONAL EDUCATIONAL SYSTEM DAY MONTH YEAR
DIDACTIC PROJECT
PRIMARY SCHOOL “____________________” _____________________. CCT _________________
GENERAL CONTENT: (________________) MONTHS____________________ 201___-201____ GRADE________

PROJECT_________________________________________________
TRAINING LINES PURPOSES CONTENTS MATERIAL RESOURCES PRODUCTS OBSERVATIONS
GROUP TEACHER_________________________________ Vo. Bo.
SCHOOL PRINCIPAL
BILINGUAL PRIMARY SCHOOL “______________________________”

OF THE COMMUNITY OF ___________________KEY:____________________
DIDACTIC PLANNING FOR DAY ______ OF THE MONTH OF ________

PROJECT: ____________________________________
LINES OF PURPOSES CONTENTS STRATEGIES TIME RESOURCES ASSESSMENT

TRAINING DIDACTIC
PROFR. GROUP______________________________ VO. BO.

THE SCHOOL DIRECTOR
__________________________

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PRIMARY EDUCATION PROGRAM FOR THE ORIGINARY

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SECRETARY OF EDUCATION IN THE STATE OF MICHOACAN.

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MEXICO, A MULTI-ETHNIC AND MULTICULTURAL COUNTRY

CURRENT SITUATION OF INDIGENOUS EDUCATION

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General Education Law

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Convention 169 of the International Labor Organization (ILO)

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3. UNESCO universal declaration on cultural diversity

Universal Declaration of Linguistic Rights

(COGNITIVE CHARACTERISTICS OF STUDENTS ACCORDING TO AGE).

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STAGES OF PIAGET'S THEORY OF COGNOSCITIVE DEVELOPMENT

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Life and nature.

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History and territory.

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Some of the advantages of this learning model are:

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What is planning and what is its importance?

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- The objectives or purposes.

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Components of flexible teaching planning.

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Economy Origin and

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USE LANGUAGE AS IDENTITY, AS COMMUNICATION AND AS PRESENTATION IN THE WORLD

YOU DEVELOP AS A PERSON ON A PHYSICAL, EMOTIONAL, ETHICAL LEVEL, AS PART OF A COMMUNITY

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USE KNOWLEDGE TO SOLVE PROBLEMS AND DEVELOP CRITICAL THINKING

RECOGNIZES ITSELF IN COMMUNAL LIFE AND RECOGNIZES RIGHTS AND RESPONSIBILITIES

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Distribution of working time

FIRST AND SECOND GRADE OF PRIMARY

THE YEAR HAS: 1.- SUSPENSIONS OF TOTAL WORKING DAYS

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THIRD AND FOURTH GRADE OF PRIMARY

TRAINING LINES WEEKLY HOURS ANNUAL HOURS

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