Characteristics of the Analytical Program of Basic Education in Mexico

Abstract

The article addresses the issue of the lack of clear guidelines for the development of analytical programs in schools, highlighting the confusion and discouragement this causes among teachers and directors. A detailed guide is proposed for the creation of these programs in the context of primary education, based on the New Mexican School Educational Model and documents from the Ministry of Public Education. The method used is an interpretive content analysis, focused on documentary review. A structure for the analytical program is suggested, including the analysis of the socio-educational context, considerations about the social and school environment, and adaptations of existing plans and study programs. The importance of collective participation in problem identification and the development of teaching strategies is emphasized. The article concludes by highlighting the relevance of the analytical program as a tool to improve education and its direct impact in the classroom, promoting significant learning and the integration of the educational community.