Educational policies and reforms in Mexico

tensions and connections

Abstract

This article aims to locate some of the organizing principles that have been derived from the first phase of the research project “Policies and educational reforms in the recent history of Mexico, in Latin American context: tensions, forms of articulation and pedagogical alternatives”, which is being carried out at the Faculty of Philosophy and Letters of the UNAM with the support from the General Direction of Academic Staff Affairs in coordination with the program on Alternativas Pedagógicas and Prospectiva Educativa en América Latina (APPeAL). We contextualize some of the arguments developed by the academic members of the research team in Mexico from the various lines of inquiry that were defined as a basis for addressing the issue, and that play out in this study as snapshots of our current analysis. Three of these lines of thought are presented, which focus on historical-genealogical dimensions, and on teachers, evaluation and indigenous education as part of some of the processes that have marked the process of educational reform in our country, particularly under the proposal made by the government of Enrique Peña Nieto.