Policies in the training of educators: Analysis of the Bachelor of Primary Education in Mexico

Abstract

This article presents in general terms an account of the training of educators at the basic level in Mexico, the current profiles of teachers and students for teachers in the southeast of the country are described as input for the analysis of the current educational model and syllabus of the normal schools of the country. This document analyzes the transition between the 2012 model to the so-called “New Mexican School” of 2018. In the background, few changes were found in the transition, particularly in the dimensions that give reason for the syllabus; Although it is emphasized that the curricular redesign was aimed at resignifying the teaching profession through axes that try to reconcile training for the world with the historical mission of Mexican normalism in favor of a quality education that overcomes the deep inequalities of the country, there are few components (competences, training courses, lines of action) that could truly operationalize what is normatively declared in the curricula. Finally, an analysis is made of the importance of strengthening teacher training by incorporating more critical content in the preparation of education professionals, especially the concept of educability as a pivot for understanding the social, cultural and economic situations of students attended in a large part of the schools of the Mexican southeast and the country.