Implementation of the New Mexican School from the teacher perspective: a case study in multigrade primary education
DOI:
https://doi.org/10.62697/rmiie.v5i2.326Keywords:
Multigrade school, curriculum, humanist pedagogy, teaching methodologiesAbstract
Multigrade schools play a crucial role in ensuring access to basic education in rural areas and communities with low population density. In these educational settings, a single teacher simultaneously instructs students from different grade levels, requiring flexible, contextualized pedagogical strategies linked to the sociocultural reality of the community. In Mexico, this modality represents a significant part of the education system, making the implementation of recent reforms, such as the Nueva Escuela Mexicana (NEM), particularly relevant in these contexts. This study aims to analyze teachers’ perspectives on the implementation of this educational model in a multigrade primary school in the State of Mexico. The research was conducted using a qualitative interpretative approach. A documentary review of the main official guidelines of the educational model was carried out, and semi-structured interviews were applied to three teachers at the “Belisario Domínguez” multigrade primary school. Data were analyzed through thematic categorization to identify teachers’ perceptions and experiences. Results indicate that teachers perceive the model as promoting more meaningful learning by encouraging project-based learning, community participation, and integration of local knowledge with school content. Additionally, it strengthens students’ holistic development and fosters collaboration between school and community. However, challenges were identified, including limited resources, planning time constraints, and familiarity with new curricula. In conclusion, implementing NEM in multigrade contexts represents an opportunity to enhance contextualized and community-oriented pedagogical practices.
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