Ejes Articuladores: Capacidades Humanas PDF

## Ejes articuladores: capacidades humanas para una sociedad democrática y plural. Luces y algunos claroscuros ### CARLO ROSA ### INTRODUCTION - The axes refer to two fundamental principles of what is known as the New Mexican School (NEM): the curricular integration and the human right to education...

## Ejes articuladores: capacidades humanas para una sociedad democrática y plural. Luces y algunos claroscuros ### CARLO ROSA ### INTRODUCTION - The axes refer to two fundamental principles of what is known as the New Mexican School (NEM): the curricular integration and the human right to education. - The first conceives articulation as the connection of knowledge and the knowledge of disciplines. - The connection helps to shape the formative fields and the linking of teaching processes with the experiences of everyday life for students. - The axes facilitate other two central aspects of the 2022 Curriculum Plan: - Interdisciplinarity - School-community link. - This valuation of the school-community link, far from minimizing the autonomy of the school before other processes, strengthens it. - It stresses the need to question the universality of forms, structures, practices and school procedures. - It does so in light of the cultural and social heterogeneity of the diverse communities that make up the nation. - This requires a process of reappropriation and re-signification of knowledge. - The process also requires re-signification of school education from the perspective of the community-territory. - The process is local but intersects with the national. - This occurs in a recurring manner when these dimensions are understood and signified from the proper locus of enunciation. - This attention to diversity refers to another fundamental principle of the NEM: the human right to education. - This right involves not only guaranteeing access, permanence and completion of the formative trajectory, but also the substantive integration of students in their diversity. - This refers to cultural, linguistic, social, gender, sexual orientation, capacity and learning pace. - It is within the curriculum, teaching and learning relationships, and the evaluation, planning and management. - Diversity is no longer conceived as an educational problem of the Other to be assimilated according to homogenizing pedagogical models. - Rather, it is a resource that demands deconstructing values that have been installed since the post-revolutionary era. - These values serve as identity and epistemic references. - The values include nationalism, mestizaje, middle-class and urban culture and positivism. - Through these seven axes, such propositions are demonstrated: - Ethical, centered on the relationship with diversity - Onto-epistemic given the attention to processes of self-subjugation and construction of knowledge. - Pedagogical as it recovers teacher autonomy and values teaching as a critical task. - Such points are made in relation to the derivation of learnification, meaning the neoliberal shift. - It is toward teaching centered on the child’s learning. - It is with the aim of achieving goals and not their training. ### THE FOCUS OF CAPABILITIES - The axes are based on a philosophical and pedagogical perspective that focuses on capabilities. - When talking about capabilities, one must understand that the term is used in two ways: general and specific: - General refers to a more ambiguous term and an alternative to competence approaches. - Specific refers to human capabilities. - The axes in the specific sense contain the features of human beings in the formation of citizens in a democratic and plural society, such as Mexico. - These features are related to the realization of a dignified life, free from discrimination and violence. - It is characterized by social justice. ### LUCES: ADVANCES TOWARD THE RECOGNITION OF PLURALISM - The axes address issues that have already been included in the country's curricular policies, such as ethnic and racial discrimination, gender, migration and climate change. - However, unlike previous curricula from 2011 and 2017, these issues were addressed in a merely declarative manner. - They were never materialized in specific contents. - The current curriculum proposes that they be addressed as central axes. - The proposal directs pedagogical and didactic work toward social reality. - It is to be reflected in textbooks, as a central theme and content. - Another notable innovation is the way these issues are addressed. - The approach includes the most recent critical approaches in the social sciences. - The approaches include decolonial perspective, epistemology of the South and gender theory. - Such points have generated numerous media distortions and attacks on the curriculum and textbooks. - The main reason for these attacks is that the approaches focus on the causes of discrimination and exclusion. - This destabilizes ingrained certainties about society and schools as homogeneous entities. - It challenges traditional values of the dominant class. - It is through the radical questioning of these values that the axes of inclusion, critical interculturality, critical thinking and healthy life are proposed. - The proposals offer transformative alternatives. - They do not passively adapt to terms that previous reforms have used. - Terms include integration, tolerance, dialogue and respect, and aim to problematize and replan them. - These plans are based on a deep understanding of the historical and social mechanisms that hinder the effective realization. - Inclusion is not reduced to education through the incorporation of marginalized groups. - Rather, it is an understanding of the causes of exclusion, which stem from the perpetuation of colonial dynamics. - Coloniality is the hidden face that accompanies the modernization project of the country and the region. - Critical interculturality is conceived as a project aimed at not only indigenous and Afro-descendant people, but at the entire nation. - It aims to overcome the causes of discrimination. - It proposes to transform the social structure and rethink national identity from the perspective of cultural diversity. - From the pedagogical, a new element, critical interculturality gives equal value to the learning and teachings that take place in local communities. - As a result, it gives equal value to the “universal” knowledge of schools, science and technological innovation. ### CLAROSCUROS - As a researcher in intercultural and dialogical education, I recognize the significance of the axes in addressing diversity and social exclusion pedagogically. - However, I consider it pertinent to point out two ambiguities regarding the application of these axes. - The first ambiguity arises from the concept of capabilities. - When the term capabilities is presented in a general and not a specific way, it seems to include or refer to skills and knowledge. - However, it is clearly distinguished from these concepts in other cases. - This lack of clarity generates confusion. - It leads to the following consideration: it is clear that the concept of capabilities seeks. - The concept of capabilities represents an alternative to competence. - It denotes a subjective vision of knowledge as a form of appropriation. - It denotes the intentionality of the NEM to surpass the technocratic and instrumental approach of neoliberal education. - However, this intention does not eliminate ambiguity. - This ambiguity requires further specification to be implemented in teaching practice. - The second ambiguity arises from the applicability of the seven axes. - The ambiguity comes from the excessive freedom given to teachers on the relevance of applying one or another axis. - It is according to their knowledge and pedagogical, social, cultural and community experiences. - Although teacher autonomy is fundamental in the NEM and although the decision to address critical issues of national relevance comes from a place of national relevance. - This includes gender equality, healthy living and interculturalism. - Such decisions should not be subject to individual teacher discretion. - Rather, such decisions should demonstrate the need to complement the specialized pedagogical and didactic background of each teacher. - The axes form the humanistic core of the curriculum. - The axes also form the ten points of the graduation profile. - The confusion around the relevance of applying one specific axis can lead to misunderstandings. - These misunderstandings could concern how program analysis should be carried out. - Program analysis does not mean choosing to educate certain human capabilities. - Rather, it means developing all of them and adapting each one to the specificities of the diverse communities where the school operates.