Reflections on the epistemology of the South present in the New Mexican School (NEM)

Abstract

This article reflects on the epistemological bases related to the New Mexican School (NEM). The educational proposal of this new curricular framework is assigned, according to its own approaches, to the Epistemologies of the South; However, it is evident how little precision there is on the subject, both in the General Education Law, the Curriculum Framework or the 2022 Curriculum of Mexican Basic Education itself. With this basis, an analogical hermeneutical argument is made about the epistemologies possibly present in the NEM, which is intended to guide teachers regarding said epistemologies in the curricular model. This work contributes to the debate on the orientations of the curriculum, the synthetic programs and even the analytical ones and, therefore, the sequences or didactic projects that are derived, it is composed of three sections, the first addresses the epistemological content that assumes the NEM and the study plan that is derived from it; Secondly, the theoretical approaches that make up some of the Epistemologies of the South are presented, mainly decoloniality, interculturality, decoloniality, feminism and postcoloniality, to end by reflecting on their importance in the training proposals of the NEM.