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Presentation
Dear teachers, dear teachers:
Welcome to the Fourth Ordinary Session of the School Technical Council and the Intensive Continuing
Training Workshop for Teachers in which we will continue the process of educational transformation
in which the Government of the Fourth Transformation is committed.
In the remainder of this 2023-2024 School Year we will consolidate the implementation of the 2022
Study Plan. This implies focusing our attention on the relevance of the analytical program that was
built in each school and on the didactic planning that is derived from it.
Remember that, in the exercise of its powers, the Ministry of Public Education issued the Study Plan of
the New Mexican School whose structure establishes two moments of curricular concretion: the
Synthetic Program of a national nature and mandatory observance and which serves as the basis of
the Program analytical that is designed based on the context of each school and the particular
characteristics and knowledge of the community in which it is located.
In this way, the national is repositioned from what is common to us and recovers the specific
conditions in which the teaching and learning processes are carried out, it is nourished by the
experience and knowledge of teachers, and incorporates the needs, styles and rhythms. of student
learning.
The Analytical Program is continually improved; Elements are recovered from daily teaching practice
to enrich it, and in this, the work of the teaching group and the School Technical Council is
fundamental.
Teachers, teachers; Our task for this school year is to enrich the curricular proposal from each school
and as a consequence advance in the strengthening of public education.

Work agenda
In this Fourth Ordinary Session of the School Technical Council (CTE) and the Intensive Continuing
Training Workshop for Teachers (TIFCD), it is proposed to address the following topics:

Educational transformation: school and community.

Adjustments to the didactic planning for the following

8,8 period, prioritizing the link with the use of LTG or
educational materials.
868
School management and particular school affairs.
Purposes
Give a humanistic meaning to educational practice, based on the school-community link and its
implications in educational transformation.
Consider in the design of didactic and project planning the features that describe the social reality in
which the school is immersed and that are present in the Analytical Program. Guidelines Educational
transformation: school and community

Guidance
Educational transformation: school and community.

As a first activity, it is proposed to observe and comment on the video of teacher

Leticia Ramírez Amaya, Secretary of Public Education .
Next, they are proposed to critically analyze the relationship that has been established between the
community and the school for the construction of the analytical Program, didactic planning, project
development and the use of Free Textbooks (LTG) or educational materials that the school has.
The 2022 curricular proposal “positions the community as the social, cultural, political, productive and
symbolic space in which the school is inscribed, understood as the core of pedagogical relationships,
as well as teaching and learning processes, so that and students develop to the maximum all their
potential and abilities within a community that they serve and that serves them.” (SEP, 2022, p. 67)
The three reasons why the community, urban or rural, local, national and global, is placed as the focus
of educational processes are:

［ … ］ the school is not a space isolated from the community, but its reason for being is in
relation to the lives of the people who come to it every day with their languages, customs,
habits, identities, relationships, affections and expectations, which are built and linked with
other people in different spaces of an urban or rural community; ［ in which the school ］
summons its girls and boys, its young people and adolescents, its adults, its grandmothers
and grandfathers, to learn valuable things, approaching each other to discover what is
specifically human about them, as well as what they have in common with others.
The second reason is that the knowledge, knowledge, values and relationships that students
build, established in the study programs, can only be integrally incorporated into their daily
lives in the general framework of the community in which they live. including school.
It is about their learning ［ … ］ being taken to other spaces of their school and community
life so that they build new meanings with what they have learned, problematizing reality and
thus strengthening the education of citizens who participate in the construction of a
democratic society. .
The third reason is that the school must consider the socially constructed knowledge of
community life by the students, as well as the meaning that they give to it in the teaching
and learning process to discuss and even problematize the content of the Plan and the
Study Programs in light of the concrete reality they live. As Paulo Freire invites in the
question: “Why not establish a necessary 'intimacy' between fundamental curricular
knowledge for students and the social experience that they have as individuals?”
One of the ways for schools, according to their enrollment in the urban environment or rural
space and their corresponding social fabric, to be as close as possible to daily life and its
social transformations lies in collaboration with the community. (SEP, 2022, pp. 67- 68)
Likewise, the Study Plan establishes that:
[...] the agenda of teacher training […]
part of the experiences and knowledge of [these and] these in their specific contexts and
circumstances, as well as the meanings that they give to them in the school space and
beyond it, which will help them to build what is common to them and, At the same time, it
links them with the knowledge and cultures in which its students live. (SEP, 2022, p. 5)
 > To delve deeper into these ideas, we suggest you carry out the following activities:
> Individually, write on a sheet of paper an aspect of your teaching practice that reproduces
traditional routines and a proposal on how to transform it.
Answer:
In many cases, teaching practice can reproduce traditional routines by focusing exclusively on the
transmission of knowledge from the teacher to the students, without considering the vital connection
between the school and the community. This can manifest itself in structuring classes in isolation,
without integrating students' daily life experiences or exploring their prior knowledge and cultural
contexts.
Transformation proposal:
A transformation proposal would consist of adopting a more inclusive and contextualized pedagogical
approach, which recognizes the interrelationship between the school and the community. To achieve
this, we must design learning projects based on local problems or real-life situations that engage
students in their immediate environment. For example, they could explore community issues, study
local history, or conduct interviews with community members to better understand their context.
In addition, the teacher could encourage the active participation of students in making decisions
related to their learning, allowing them to propose study topics that are relevant to them and their
community. By integrating students' experiences and knowledge into the educational process, a
greater connection would be achieved between curricular content and daily life, thus promoting a
more meaningful and contextualized education. This approach would also encourage collaboration
with the community, strengthening the ties between the school and the environment in which it is
located.
Transformation through interdisciplinary projects:
An effective strategy would be to design interdisciplinary projects that link curricular content with the
reality of the community. For example, if you are teaching science, mathematics, and language arts,
you could organize a project in which students investigate and address a local environmental
problem. This would not only encourage the learning of academic concepts, but would also allow
students to apply this knowledge in a meaningful and real-world context.
Incorporation of the community perspective in planning:
The teacher could include the community perspective in his lesson planning. This involves knowing
and understanding the diversity of life experiences, cultures and knowledge present in the
community. During lesson preparation, the teacher could look for examples and cases that resonate
with students' experiences, thus creating a bridge between academic content and their everyday
context.
Active participation and student voice:
Another way to transform traditional routines is to encourage the active participation of students in
the educational process. This involves allowing students to express their opinions, ask questions,
propose topics of interest and participate in making decisions related to their learning. This not only
empowers students, but also contributes to building a more inclusive and democratic educational
environment.
Collaboration with the community:
Collaboration with the community can extend beyond academic projects. The teacher could establish
links with local organizations, community experts and educational resources present in the
environment. Inviting community members to share their experiences and knowledge in the
classroom or visit relevant places can enrich the educational experience and strengthen ties between
the school and the community.
In summary, the transformation of traditional routines in teaching practice implies a reorientation
towards a more contextualized, participatory and collaborative approach. By connecting the curricular
contents with the reality of the community, more significant learning is promoted and the
foundations are laid for an education that is not only limited to the classroom, but is extended and
enriched through interaction with the environment.
Examples of answers:
Master Classes without Interaction:
Traditional Routine: The teacher teaches long master classes where he transmits the information in a
unidirectional manner, without encouraging the active participation of the students.
Transformation: Introduce more interactive teaching methods, such as group discussions, debates, or
practical activities that involve students in constructing their own knowledge.
Evaluation Based on Standard Exams:
Traditional Routine: Assessment is carried out mainly through standardized exams that focus on
memorization of data, without considering practical skills or the application of knowledge in real
contexts.
Transformation: Implement a more varied assessment that includes projects, presentations, and
assessments based on real-world problems to assess not only knowledge, but also application and
problem-solving skills.

Disconnection between Content and Student Experience:

Traditional Routine: Curriculum topics are presented in isolation, with no apparent connection to
students' life experiences or environment.
Transformation: Integrate examples and cases that are relevant to students' daily lives, linking
academic concepts with situations that are familiar or interesting to them.

Lack of Student Participation in Decision Making:

Traditional Routine: Decisions related to learning, such as choosing topics or designing projects, are
made exclusively by the teacher without the active participation of students.
Transformation: Involve students in decision-making, allowing them to propose study topics, design
collaborative projects and express their preferences to create a more participatory educational
environment.

School Isolation from the Community:

Traditional Routine: The school operates in isolation, without establishing meaningful links with the
surrounding community.
Transformation: Encourage collaboration with the community through projects that address local
problems, inviting community members as guest speakers, or carrying out activities that connect
school life with community reality.
> Subsequently, voluntarily, some teachers will present their practice to the rest of the group.

> Keep in mind the ideas that each teacher wrote and watch the video Paulo Freire: pedagogy of
dialogue.
Video summary:
• The transcript highlights the importance of the pedagogy of dialogue according to Paulo
Freire.
• The experience of the Mapuches of South America and the Quechuas of the Andes in
relation to education is mentioned.
• School has been seen as a source of sadness and undermining of cultural identity for
these groups.
• It is pointed out that the imposition of Spanish has led to the repression of indigenous
languages and the imposition of a world alien to their identity.
• Since the 19th century, with the arrival of positivist models, indigenous people have
been considered an obstacle to modernization, leading to extermination or forced
integration.
• Paulo Freire argues that teaching without dialogue is educating for oppression and
forcing the repetition of preconceived ideas.
• Education can be complicit in inequality when it assumes that knowledge is only on one
side and ignorance on the other.
• Freire proposes a dialogue in education where both educators and learners can learn
from each other, building knowledge collaboratively.
• The importance of popular education is highlighted during the 1960s in Brazil, in the
midst of military repression and extreme poverty, where Freire's liberating education
project was developed.

❖ Next, carry out a collective reading of the text. It is necessary to add knowledge of Orlando Fals
Borda, it is recommended that you pay special attention to the following points:

❖ The reinvention of the school and the relevance of the context.

❖ The break with the dominant paradigms of knowledge.
❖ The importance of the school-community relationship and taking into account the different
realities that surround it.
❖ The school as a living space, in permanent transformation and reinvention.
 The video of the same text is at your disposal for your consultation; One option is for them to
listen to it while continuing to read the document.

Important points from the reading and video:

> Orlando Fals Borda advocates the need to add knowledge in education.
> He expresses his joy at witnessing the enthusiasm and dedication of the participants for
transformative ideals.
> The creativity and commitment of the attendees to the cause of popular education stands out.
> It states that the school is a European invention spread throughout the world, especially in the
tropics and subtropics.
> He criticizes the obvious failures of educational institutions considered untouchable or sacred.
> It points out the need to review the school and the university to adjust them to contemporary
needs.
> It highlights the importance of contextualizing the school, moving it away from being a simple
copy of the European model.
> It advocates reinventing the school and university for the tropics and subtropics, taking into
account local realities.
> He criticizes the closed practice and organization of many school institutions, calling them
elitist.
> It raises the need to change the language of school and university to make it accessible to
everyone.
> Addresses the importance of accumulating knowledge, goodwill, and collective philosophy
rather than capital.
> It proposes a holistic and joint vision in teaching, overcoming excessive specialization in
disciplines.
> Analyzes the history of educational paradigms, from Descartes to the quantum revolution in
physics.
> It highlights the importance of questioning dominant paradigms and proposes a transformation
in teaching practice.
> It raises questions for reflection on the transformation of teaching practice, the challenges of
the school and the importance of questioning dominant paradigms.
> From the reading, exchange points of view taking into account the following questions:
❖ How is the transformation of practices that is being promoted related to the reality and
context in which the school finds itself?
The transformation of educational practices is directly related to the reality and context of
the school by recognizing the need to contextualize education. Orlando Fals Borda highlights
the importance of adjusting the school to contemporary needs, going beyond the simple
imitation of European models and responding to the realities of tropical and subtropical
countries. The transformation seeks to adapt education to the specific characteristics of the
society and community in which the school is located.

❖ What challenges do the school and its communities encounter in rethinking the school and
transforming reality?
The school and its communities face the challenge of rethinking education to overcome
institutional failures and transform social reality. The challenges include breaking the
elitization and isolation of school institutions, as well as fighting against the imposition of
models that do not reflect local needs. In addition, the need to escape from the "academic
Ivory Towers" and change the structure of schools to make them more accessible and
committed to the community is highlighted. The transformation implies a profound change
in educational philosophy and in the relationship of the school with society.

❖ Why is it important to question the dominant paradigms and not accept them uncritically?
It is crucial to question dominant paradigms, such as Cartesian and positivist, as these can
limit the evolution and adaptation of education to current needs. Fals Borda highlights how
paradigms have been challenged in the history of science, and argues that the uncritical
acceptance of these paradigms can lead to a passive repetition of obsolete models.
Questioning paradigms is essential to open space for new perspectives and approaches that
better adapt to the complexity of contemporary problems.

❖ How does the New Mexican School propose to change the way of learning based on the
school and community link?
The New Mexican School proposes to change the way of learning through the close link
between the school and the community. Fals Borda suggests the need for joint projects
related to specific problems in society, abandoning outdated replicas and adopting more
holistic approaches. The proposal implies greater integration between the school and the
community, recognizing that education must be contextualized and aimed at solving the
real problems of society. Active community participation becomes a key element for
educational transformation.

> Individually read the following fragment from the book Letters to Guinea-Bissau (Letter III) by Paulo
Freire.

On the other hand, this political clarity in the face of reality and in the face of education itself—clarity
 associated with permanent vigilance in the sense of preserving coherence between our practice and
the project of the new society—is what makes us avoid the risk of reducing the curricular
organization to a set of neutral technical procedures. The organization of the programmatic content
of education, whether it is primary, secondary and university education or at the level of an adult
literacy campaign, is an eminently political act, just as the attitude that We assume the choice of the
techniques and methods to carry out that task. The political character of such a task exists
regardless of whether we are aware of it or not. Knowing how to delimit what to know cannot be
separated from what to know for, nor from the other implications of this act, to which I have already
referred. For this reason, there are no neutral specialists, “owners” of neutral techniques, in the field
of curricular organization or in any other field. There are no neutral methodologists to teach how to
neutrally teach history or geography, national language or mathematics.
In this sense, the delimitation of what to know for the organization of the programmatic content of
education in a society that, recently emerged from its colonial dependence, with all that this means,
is revolutionaryly engaged in the fight for its reconstruction, is a task of the most important. The
delimitation of what to know is not exhausted, however, in the replacement of a certain type of
programmatic content with another that corresponds more closely to the objectives of the society
under reconstruction. Even though I recognize that this effort is sometimes, for a certain time, the
only one possible, it is essential to insist that it is not enough to change the programmatic content if,
on the other hand, the previous practice continues to be maintained or more or less renewed in
some of its aspects, the method of knowing experienced in it and the elitist sense that informs it.
(Freire, 1978, pp. 137-138)

Reflect on the ideas proposed in the text and how they relate to the professional autonomy of
teachers.
The text highlights the importance of political clarity in education, linked to constant vigilance to
preserve coherence between educational practice and the project of a new society. In this context, it
is highlighted that curricular organization cannot be reduced to simple neutral technical procedures,
but rather has an eminently political character.
In relation to the professional autonomy of teachers, the text suggests that the choice of techniques
and methods in education is a political activity. Professional autonomy is manifested in the ability to
make conscious and reflective decisions about the organization of programmatic content. Political
awareness is essential to avoid the adoption of educational practices that perpetuate old or renewed
forms of elitism.

It is emphasized that there are no neutral specialists in curricular organization or in any other
educational field. Professional autonomy implies recognizing the political nature of education and
being able to delimit what to know based on the objectives of the society in reconstruction. This goes
beyond simply changing programmatic content; It involves transforming practices, methods and
eliminating elitist approaches.
In conclusion, the text highlights the intrinsic connection between the professional autonomy of
educators and conscious political decision-making in curricular organization. Reflection and political
awareness are crucial elements to ensure that education effectively contributes to the reconstruction
of society and avoids maintaining educational practices that do not align with democratic and
participatory values.
Adjustments to the didactic planning for the following period, prioritizing the link
with the use of LTG or educational materials
With everything they have worked so far, they have been able to recognize the importance of the
reality of the context of the school and the community, in teaching practice, in pedagogical
relationships and in the transformation of the school.
Return to your didactic planning for the second period and analyze:
> How have you incorporated the reality of your community context?
In the didactic planning of the second period, we have integrated the reality of the context of
our community in various ways. We have included activities that allow students to explore and
understand relevant aspects of their local environment, such as interviews with community
members, research into local history, and analysis of specific issues affecting the community. In
addition, we have used visual and narrative resources that reflect the cultural and social
diversity present in our environment.

> To what extent do the activities you propose imply pedagogical relationships and teaching
practices in accordance with the proposal of the New Mexican School?
The activities proposed in the didactic planning seek to foster horizontal, collaborative and
participatory pedagogical relationships. We have promoted interaction between students and
the community, encouraging them to share their experiences and knowledge. In addition, we
have integrated pedagogical approaches that value diversity, inclusion and respect, aligned
with the principles of the New Mexican School.

> How does the use of LTG or educational materials encourage your students to put their
knowledge into play and analyze the reality of the context of their community?
We have specifically integrated LTG into the activities, ensuring that they are aligned with the
learning objectives and allow students to apply their knowledge in practical situations related
to their environment. Likewise, we have used contextualized educational materials, such as
local historical documents, testimonies from community members and multimedia resources
that facilitate reflection and critical analysis of local reality.

> How do they promote elements of school and community transformation?

To promote the transformation of the school and the community, we have designed activities
that go beyond the acquisition of theoretical knowledge. The aim has been for students to
identify specific problems in the community and propose solutions, promoting active
participation and civic commitment. In addition, we have established links with local actors,
such as institutions and community organizations, to expand learning opportunities and
strengthen the connection between the school and the community.

In summary, our didactic planning reflects a comprehensive approach that incorporates the reality of
the context, promotes pedagogical relationships consistent with the New Mexican School, uses LTG
and contextualized educational materials, and actively seeks the positive transformation of the school
and the community.

Include in the design of your didactic planning concrete actions that express the previous aspects.

Remember that the design of the analytical Program and didactic planning is carried out by
considering all the contents and learning development processes of the synthetic Programs
and that these are preferably worked on in projects; However, some of them can be
addressed with other methodologies.