Mexican Education Research Articles

La enseñanza de educación socioemocional en la escuela primaria desde la perspectiva de la socioformación

Actualmente se enfrentan diversas tensiones conductuales, emocionales y sociales que influyen de manera negativa en el devenir armónico de la humanidad. En este contexto, la educación enfrenta nuevos retos y desafíos que no sólo estarán permeados por la enseñanza de aprendizajes cognitivos, sino por otros aprendizajes emocionales que promuevan la formación integral del ser humano como se establece en los principios filosóficos de la educación mexicana. La presente investigación, tiene como propósito realizar un análisis teórico a partir de la revisión bibliográfica sobre las emociones y la educación socioemocional como área formativa que pretende favorecer el desarrollo armónico e integral de los estudiantes. Se hace un análisis conceptual de las emociones, la educación socioemocional y la socioformación como enfoque emergente de enseñanza que orienta la formación del individuo a partir de la resolución de problemas del contexto, el trabajo colaborativo y el desarrollo del talento humano. Los resultados concluyen que los educadores deben potenciar el desarrollo de las habilidades socioemocionales en los estudiantes para favorecer su formación integral y el despliegue de las capacidades de autoconocimiento, autorregulación y autonomía en el marco de la empatía y la colaboración.

On the ‘life of numbers’ in governing Mexico’s education system: a multi-scalar account of the OECD’s PISA

ABSTRACT There is now an extensive body of research concerning the OECD’s Programme for International Student Assessment (PISA), and its recent additions and variations. Despite this, we argue that there is a paucity of theory-informed empirical research on the ways in which the PISA results about a nation’s education system both circulate within, and are engaged by, educators and policymakers at different levels of the education system. This paper reports on a large multi-scalar, multi-method and multi-actor dataset on the Mexican education system, where we explore what actors located at different scales know about PISA, and whether and how they use it in education policy and practice decisions. From a set of different vantage points we show the highly contingent and unpredictable ‘life of numbers’ – from teachers in schools who barely know about and engage with PISA data, to politicians who use PISA to legitimate their own political purposes, or policymakers who draw upon much earlier renditions of PISA so that it now enters into Mexican education policymaking and shapes practices through a metaphoric back door. We reflect theoretically on these processes and practices, arguing for a more complex and nuanced reading of large-scale assessments like PISA.

The Consequences of the Economic Devastations of COVID-19 in Mexican Education 2020

The Consequences of the Economic Devastations of COVID-19 in Mexican Education 2020

La educación ambiental en instituciones de educación superior del Estado de Chiapas, México

Actualmente, el sistema educativo mexicano ha reproducido ideologías de un modelo capitalista de producción que busca mercantilizar los servicios de los ecosistemas del planeta, el cual ha originado una problemática socio-ambiental. Las Instituciones de Educación Superior (IES) juegan un papel importante en la formación en materia ambiental para disminuir el deterioro de los ecosistemas y mejorar la calidad de vida de la sociedad. Esta investigación se realizó durante 2015 y 2016 en cuatro IES del estado de Chiapas, combinando métodos cuantitativos y cualitativos para diagnosticar la educación ambiental de estudiantes universitarios inscritos en instituciones públicas. Debido a que los resultados arrojan que los estudiantes carecen de habilidades necesarias para realizar cambios ambientalmente favorables en sus estilos de vida, se infiere que poseen una formación ambiental baja, aunque los estudiantes muestran interés por la temática ambiental, pero el contexto educativo institucional y los intereses del profesorado operan como factores que polarizan el entusiasmo de los estudiantes.

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies.

Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4±44.1) and histology (125±33.2). There were similar contact hours to other countries for gross anatomy (228.5±60.5). Neuroanatomy course hours (43.9±13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.

Mexican education reform: elucidating dissenting teachers’ resistance

ABSTRACT Educational researchers need to pay more attention to understanding the perspectives of implementers as a means to preventing future implementation failures. In an attempt to elucidate the reasons for resistance to the implementation of the 2013 education reform in Mexico, qualitative methods were used to explore the lived experiences of dissenting teachers of the National Union of Education Workers (SNTE) over the cycle of policy in depth. This qualitative study analyzed the narratives of participants. The results revealed manifestations of power in four main categories: (1) agenda-setting imposition; (2) a policy formulation process led by social, economic, and political elites; (3) scientific legitimization; and (4) resistance to the implementation. Results showed that participants’ resistance was primarily triggered by feeling that teachers’ interests were excluded in the policymaking process. Therefore, in the future, democratization of the education policy-making process is a must within the Mexican context.

Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach

At the onset of the crisis caused by COVID-19, the Mexican education system chose to join the global context and suspend face-to-face classes for all educational levels. For the continuity of educational processes, a transition from a traditional educational model (face-to-face) to emergency remote teaching (ERT) was made through virtual learning platforms and learning management system (LMS) schemes. Universidad del Valle de Mexico (UVM), in a collaboration agreement with Microsoft Co., chose to use Teams to continue its educational process. In this work, we intend to identify the factors that can be taken into account regarding the level of student satisfaction in the teaching–learning process in ERT using Teams, and validate the established educational strategy. Statistical analysis was carried out to analyze the academic environment for these scenario changes while considering knowledge assessment, and competencies achievement. A combined sampling method was applied with convenience and statistical analysis. The main results established significant percentages, where more than 60% of the students surveyed were manifested in the use of the teams and the organization of the class sessions by the teachers, and the activities developed. Using the Cronbach’s Alpha coefficient, the reliability of the data collection instruments was determined. The correlations of each of the survey questions were calculated to determine the relationship between themselves and the total answers, giving results similar to those obtained through data science tools. Taking advantage of the situation, data science tools were applied to compare the results with obtained values from RapidMiner software in the correlation of factors in of 0.440, 0.384, 0.246, 0.048 and 0.384.

Transnational migration and civic education in Mexico: an evolving story

ABSTRACT In recent decades, formal programmes for Mexican civic education have slowly shifted from an emphasis on national identity and solidarity through assimilation to a multicultural (if not intercultural) emphasis on forms of democratic membership and participation. Yet such advances in educational policy and curricula are limited and sometimes contradictory: the recognition of ethno-cultural diversity remains focused almost exclusively on the ‘Indigenous question,’ and ignores not only long-standing immigrant groups to Mexico (e.g., Lebanese, Chinese, Jews, South Americans), but also significant new flows of immigrants from Asia, Central America, and the United States. Of particular note are those Mexican-descendant students whose families have returned from the U.S. but whose children were raised in U.S. schools and society. While we find some promising advances in policy and curriculum, actual teacher training and practice lags sadly behind.

Philosophy and research in Latin America: Notes from the Mexican case

The questions over the endeavors of the humanities and social sciences have the merit of being renewed with each generation and context. Philosophy is no exception and one question emerges: why is philosophy useful for research? In this article we contribute an answer to such a question, considering the study of philosophy in Mexican education to exemplify our reflection, which was motivated by the issue that philosophy is being overlooked and even excluded from education and research training in Latin American countries. Hence, we also discuss the importance of philosophy as a research tool that should be more prominent in undergraduate and graduate programs.

El logro de los aprendizajes en matemáticas en PISA, ENLACE y PLANEA en adolescentes mexicanos. Un análisis retrospectivo

En el presente artículo se ofrece un análisis histórico del nivel de logro de aprendizaje en matemáticas en adolescentes mexicanos de 15 años que cursan último año de secundaria. El análisis se focaliza en los resultados de las pruebas PISA, ENLACE y PLANEA en el logro de la competencia matemática para ese nivel, dada la relevancia de ésta asignatura en el desarrollo de competencias útiles para generar tecnología, de cara a la 4ta Revolución Industrial. A nivel internacional, los resultados de la prueba PISA dan cuenta de la importante distancia que existe entre los adolescentes evaluados de los países punteros (sobre todo los asiáticos), en comparación con los adolescentes mexicanos. Es innegable el rotundo fracaso que enfrenta el sistema educativo nacional en cuanto al logro de los aprendizajes en matemáticas en tercer grado de secundaria, ya que los resultados se han mantenido en los niveles más bajos de la escala, por más de diez años tanto en PISA como en las pruebas nacionales (ENLACE y PLANEA), estas últimas además están alineadas al currículo, lo que refleja que no se están alcanzando los aprendizajes planeados. Estos resultados reflejan las grandes carencias que tendrán nuestros jóvenes en el futuro y los escasos conocimientos con los que los estamos equipando para trabajar en un contexto globalizado y para competir con los ciudadanos de las grandes potencias mundiales. Gobiernos que, por cierto, dedican un alto presupuesto de su Producto Interno Bruto a la educación, lo que a su vez se traduce en una inserción desventajosa al mundo del trabajo y en los espacios de participación social, así como en limitadas oportunidades para proseguir con su educación formal. El logro de los aprendizajes en matemáticas es la gran asignatura pendiente en la agenda de política educativa mexicana.

Re-thinking reading from institutions, subjects and identity

The question is frequent; What is reading for? The most obvious answers could be: reading is useless, when reading is enjoyed, reading is a free act, to earn well and be socially accepted, it is not necessary to read books, giving books is giving away obligations. Some of these answers invite us and encourage us to read, others completely unlink the reading of everyday life. That is why we should think about what idea of reading the Mexican Education System is offering students. Students (of any educational level) are promised that approaching books will make them great and important in the future; It seems that the subject does not find a reward. The only reason why subjects can be interested in a book is the magical dimension of its content; Everything else begins by being a speech of duty and an abhorred act.

Estándares para la dirección escolar en España y México: Un estudio comparativo

Tanto el sistema educativo español como el mexicano han sido influenciados por las mediciones estandarizadas a nivel global y ambos reconocen ahora al liderazgo educativo como uno de los factores centrales de la mejora escolar. No obstante, en cada sistema se han impulsado políticas disímiles relativas al reconocimiento de estándares para la dirección de escuelas. Contrario a la tendencia global de adopción de estándares para los cargos de dirección, en el contexto español no existe una política homogénea de la figura profesional, determinando cada Comunidad Autónoma tales mecanismos. En contraposición, el Sistema Educativo Mexicano ha desarrollado políticas de estandarización fuertemente predeterminadas para la función directiva a partir de la reforma de 2013. El presente estudio establece una comparativa sobre los estándares para la dirección entre los sistemas educativos español y mexicano, relacionándolos desde la revisión de: (a) los mecanismos de acceso y permanencia en el cargo (Gairín, 2010), (b) la burocracia institucional (Guiddens & Sutton, 2014) y (c) la formación para el cargo. El análisis comparativo permite conocer el estado actual de los estándares para la dirección escolar en ambos sistemas educativos, acercándose a reconocer los antecedentes y actuales marcos de referencia de cada contexto.

Federalización de la enseñanza y del magisterio en Zacatecas, 1922-1933

Esta investigación explica la configuración del subsistema educativo rural en Zacatecas de 1922 a 1933, periodo en el que la federalización de la enseñanza se convirtió en la política nacional para articular el proyecto hegemónico del sistema educativo mexicano. Este proceso hundió sus raíces en el federalismo clásico en el que se da la unión de varias entidades políticas que se asocian por intereses comunes y estas delegan ciertas actividades a un gobierno central. La federalización de la enseñanza trajo consigo una nueva versión de la educación popular que incluyó a un sector mayoritario de la población que estaba al margen de la instrucción elemental y rudimentaria, el campesinado. En términos metodológicos se optó por problematizar la federalización educativa desde fuentes primarias y secundarias que describen, en un primer momento, el preludio de la centralización de la educación que emanó de la Secretaría de Instrucción Primaria y Bellas Artes y se discutió en la convocatoria del Congreso Nacional de Educación de 1911. Tras un compás de espera y la declaración en 1918 de la incapacidad económica y política de los ayuntamientos para participar en el proyecto posrevolucionario del sistema de educación nacional, se abrió el camino para la firma de convenios entre las entidades y el gobierno federal para estructurar y centralizar el servicio educativo. La federalización de 1922 a 1933 en Zacatecas se implementó con la apertura de los institutos sociales y de las Normales Rurales; los primeros responden al proyecto civilizatorio de José Vasconcelos y las segundas a la novedad del modelo educativo de la acción; ambos se nutren del proceso confederalista de las corporaciones obreras, campesinas y de la enseñanza, y la creación de órganos pedagógicos de difusión oficial como El Surco y El Niño Laborista, que mostraban una visión apologética de la transformación cultural del campesinado y contribuyeron a la expansión sostenida del modelo educativo rural de instrucción primaria y normalista.

Towards depoliticization of school leadership in Mexico in the new system of appointment

ABSTRACTIn the last decade, a gradual negative perception of the compulsory Mexican education system started to emerge when internal and international evaluations of students’ outcomes showed continuously low results that did not improve with immediate and mid-term remedial efforts. This added pressure by Mexican society to reform education, where limiting the influence of the teachers union was a central demand. This led to a presidential initiative in 2012 to reform education and the signing of the Pact for Mexico by almost every political party. One of the changes was in the appointment of school leaders. In 2015 a new process to appoint school leaders was implemented, replacing one had been in place for 43 years. Historically, they had developed an unofficial system where leadership positions in schools and wider educational system were given as prizes and incentives for those teachers and others loyal to and highly involved in the teachers union. This study used semi-structured interviews to explore the perceptions of school leaders appointed through the new system to see whether non-educational criteria and practices are still used to appoint school leaders. Participants reported positive initial expectations and issues with exams, with the application process, with transparency, and with appointments.

Comparison of the ICT literacy level of the entering students in the Mexican and Serbian higher education

Communication and technology have an important role in life and especially in education. Nowadays, students generally use technology for communication. When using technology in education, there may be some communication barriers. An international comparison analysis tool is an effective way for understanding the situation between two or more different regions of the world. In this sense, literature shows the relevance of analyzing how ICT has been used in education to better understand educational strategies, learning methods and pedagogical techniques in order to effectively apply ICT in the classroom. The purpose of this study is to identify the levels of ICT Competencies of students from two countries, from two continent, one in Serbia (in Europe) and the other in Mexico. We have to see the ICT knowledge level of the students to make decision about the application and retraining methods.

Reprobación escolar en el nivel medio superior y su relación con el autoconcepto en la adolescencia

Algunos de los problemas del sistema educativo nacional en su nivel medio superior son la deserción, la baja eficiencia terminal y el bajo rendimiento escolar, problemática asociada a los niveles de reprobación en sus alumnos. La reprobación escolar consiste en no aprobar una o varias materias en un determinado grado o nivel, lo cual se relaciona a elementos sociales y familiares, psicológicos, económicos, perfiles de ingreso limitados y falta de hábitos de estudio (Corzo s/f). Entre los factores personales se encuentra el autoconcepto, o conjunto de pensamientos y sentimientos genéricos que el individuo tiene de sí mismo. Esta investigación se plantea como objetivo determinar si existe relación entre la reprobación escolar y el autoconcepto. La metodología fue cuantitativa, con un diseño descriptivo correlacional, con 103 estudiantes de nivel bachillerato de una preparatoria pública de la ciudad de Morelia, Michoacán, México, quienes presentaban más de una materia reprobada. Se les aplicó la Escala de Autoconcepto AF5 de Tomas y Oliver (2004), validada para esta población por Díaz y Morales (2015), con un alpha de Cronbach de .775. Los resultados destacan una correlación significativa de carácter negativo entre el número de materias reprobadas y el autoconcepto en sus factores familiar y escolar.

Breve caracterización del Sistema Educativo Mexicano

En este artículo se describen algunas de las características de mayor importancia del Sistema Educativo Nacional (SEN) en su tramo de educación básica: el contexto social en que se desenvuelve, el tamaño, dimensión y diversidad de las poblaciones que atiende, las inequidades en la oferta educativa, las características de sus docentes y los resultados de aprendizaje. Se destacan los avances que el SEN ha experimentado en los últimos años y los retos a los que se enfrenta para poder cumplir con el mandato constitucional de ofrecer una educación de calidad donde todos los niños y jóvenes del país logren el máximo aprendizaje posible. Se hace énfasis en que la gran deficiencia que tiene la educación de México tiene que ver con los bajos resultados de aprendizaje.

Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

This study examines the experiences of Indigenous Mexican educators following their participation in a transborder professional development initiative aimed at strengthening Indigenous Mexican education. Using qualitative and ethnographic methodologies, this article is guided by the following research questions: How do former participants in Transformación Docente, a U.S.-based and funded professional development program, conceptualize and enact culturally sustaining and revitalizing pedagogy in their practice? And how have their perceptions of pedagogy been impacted by their participation in Transformatión Docente? The findings challenge the hegemony of development agendas through multi-sited critique of top-down Intercultural-Bilingual Education policy and analyze on-the-ground enactments of Indigenous education. Findings reveal transborder professional development supported opportunities for Indigenous educators to: 1) legitimize Indigenous identities, 2) further Indigenous language agendas, and 3) rethink inclusion and relationality in teaching. This article highlights Indigenous teachers as strategic border negotiators, and narrators of counterhegemonic practices within institutional spaces. The study’s implications further discussions of Indigenous survivance, and demonstrate the significance of transborder Indigenous dialogues to advance Indigenous struggles for self-determination.

Development of Mathematical Skills Like a Support to Executive Functions in Mexican Students and the Psycho-pedagogical Benefits

The development of our skills in any area is important to overcome difficulties and to grow both personally and professionally. The executive functions are the main tools of an individual to achieve goals or for adaptation to several contexts of development, particularly in education. Mexican education is not at its best, evaluation programs such as the National Assessment of Academic Achievement in Schools (ENLACE), Quality Exams and Educational Achievement (EXCALE) and PISA (Program for International Student Assessment) proves that Mexican infants have a deficit in the learning of basic skills such as mathematics and reading comprehension. Theoretically, the Mexican education is focused on the development of the executive functions, but in practice the educational models implemented does not have an effective strategy. The Mathematical Center Campeche is aware of the situation and proposes as a first step the development of basic mathematical skills at a level before the executive functions. We developed educational material to support children to suppress inappropriate responses that interfere with the achievement of a goal (inhibitory control) and respond to several tasks simultaneously or plenty objectives of a single task (divided attention). This activity was carried using slideshows and working in sessions between 10 and 15 minutes long. The present paper shows our proposal to improve mathematical skills and their results like the remarkable improvement that learners and teachers had while the investigation was taking place, not only on the activity but on the development of different behaviors.

THE INNOVATIONS IN THE MEXICAN EDUCATION IN XXI CENTURY: REFORMS FROM THE INTERNATIONAL EDUCATIONAL POLICY

Introduction: The task of national government agencies which run education, NGOs and private institutions, is the development of the principles of education to function efficiently in the new socio-economic and political conditions and supply all sectors of the economy with high-level competitive professionals. These goals also pursue the Mexican educational system, which underwent significant changes and implemented several innovations from the beginning of the twenty-first century with the reforms coming from recommendations of international bodies governing education. Objectives: To identify the main innovations of the Mexican education in XXI century analyzing reforms caused by the international educational policy. Methods and Materials: This work was carried out under the critical-dialectical approach, using the methods of analysis, synthesis, comparison and generalization that were needed for the study of the original texts, official and normative documents; organization of the studied material and its exposure. Results: It was established, that the following innovative features are characteristic for the Mexican education system: 1) Projection towards the development of a humanistic education, centered on learning, inclusive, with equity, horizontal, flexible, with autonomy, highly qualified teaching staff and participation in its management of all educational actors; 2) Creation of conditions for bilingual education (both Spanish-English, as well as Indigenous languages-Spanish), training of digital and entrepreneurial skills in the students; 3) Special attention to the education of the marginalized population; 4) Equipment of all educational institutions with ICTs and networks that guarantee their connectivity; 5) Creation of the Digital Information and Management System (SIGED) in order to facilitate the bureaucratic process in educational institutions; 6) Democratization of education direction through equilibration of centralization and decentralization processes and participation of different social sectors: not only governmental institutions and NGOs, but also private bodies, including foreigners; 7) Planning of the activities of periodic academic evaluation of the teaching staff and its constant updating; creation of the National Institute for the Evaluation of Education (INEE). Conclusion: Authors found that the main innovations of the Mexican education in XXI century are determined by the current international educational policy prioritizing reforming of national education system by transition from the teaching paradigm (transmission of knowledge) to the learning paradigm (transmission of skills) promoting competences-based learning, implementing the new approaches to teaching, learning and assessment, improving the quality of programs, creating a system of easily recognizable and comparable degrees.