Summary of Balvas Academic: BASES HISTÓRICAS, FILOSÓFICAS Y EPISTEMOLÓGICAS DEL MARCO CURRICULAR 2022 (SMSEM).

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00:00:00 - 01:00:00

Dr. Laura Frade Rubio discusses the historical, philosophical, and epistemological foundations of the New Mexican School framework. The framework is based on the Enlightenment's focus on reason, universal ability to learn, and challenging beliefs that are not based on reason. The curriculum is designed to offer education to all Mexicans, regardless of socioeconomic status, focusing on developing all facets of the individual with a secular, non-religious education. The speaker discusses the five paradigms of education, including the epistemologies of the South, which seek to give visibility and credibility to historically victimized groups. The speaker also discusses Boaventura de Sousa Santos' critique of the dominant Western modernity paradigm and the ongoing struggle for cognitive justice. The concept of ecology of knowledge is introduced, seeking to recover marginalized knowledge and identify the conditions for creating new knowledge that resists and produces alternatives to global capitalism and colonialism. Finally, the speaker touches on the concept of subjetividad, subjectivity, and the construction of identity and rights independent of religion or social constructs.

00:00:00 In this section, Dr. Laura Frade Rubio's credentials and achievements were briefly discussed before she began discussing the historical, philosophical, and epistemological foundations of the New Mexican School framework. Dr. Frade Rubio emphasized that one of the challenges of continuous changes in education is to modify our approach according to the new curriculum. She then outlined her approach by initially providing an introduction and then delving into the legal and philosophical origins of the new framework. She also focused on the epistemological foundations of the New Mexican School framework.
00:05:00 En this section, the speaker explores the interdisciplinary process that goes into creating a curriculum, starting with the perspectives and worldview provided by philosophy. He notes that a society's curriculum is based on its foundational beliefs and epistemology, which create a pedagogy for the education system. The discipline of psychology is important as well, as teachers must understand how students learn and the conditions they need for that learning to take place. All of these disciplines come together to create a curriculum, such as the new Mexican school system, which has its basis in the country's constitution and general education law. The system is designed to offer primary, secondary, preschool and upper secondary education to all Mexicans, regardless of socioeconomic status, with a focus on developing all facets of the individual through a secular, non-religious education.
00:10:00 In this section, the speaker explains the characteristics of the Mexican education system, including its democratic, scientific, and inclusive approach. The new school curriculum for 2019 emphasizes the importance of human rights and seeks to be more equitable and intercultural. These characteristics are based on the values and principles of the Enlightenment, which emphasized the power of reason, the universal ability to learn, and the need to challenge beliefs that are not based on reason. The focus is on education as a means to empower individuals and create a more just and sustainable society, with an emphasis on teacher appreciation, inclusiveness, and excellence.
00:15:00 In this section, the historical, philosophical, and epistemological bases of the 2022 curriculum framework (SMSEM) are discussed. The ethical capacity to choose between good and evil with reason and freedom has been reinforced throughout history, particularly during the Enlightenment period. During this era, laicism emerged, coexisting with diverse religions and promoting tolerance, peace, and recognition. Science also emerged as a discipline during this time, focusing on separating knowledge into different perspectives and explaining cause and effect relationships to transform the world. The humanist ideals of ancient Greece and Rome were also recovered, although women were still excluded. Various ideologies emerged during the Enlightenment, each with its own educational models, such as empiricism, liberalism, socialism, communism, pragmatism, fascism, and populism. The concept of progress emerged, promoting the idea that human reasoning, science, and freedom could lead to advancement. The foundations of democracy were also established, enabling people to participate in the political process and securing equal rights and liberties for all humans. These philosophical bases have contributed to improving the quality of life and increasing life expectancy for humans.
00:20:00 In this section, the speaker discusses the importance of primary healthcare and medical advancements while highlighting the problems that arise from using science as a tool to dominate the world. However, the speaker argues that the principles of the Enlightenment, such as using reason and knowledge to solve problems, are necessary to address issues such as climate change and resource distribution. The section then delves into epistemology, which studies knowledge production, validation, and methodology. The speaker emphasizes the need to identify real knowledge and truth while taking into account who produces the knowledge, how it is produced, and where it comes from. The speaker demonstrates that the new Mexican educational framework is founded on the epistemology of the Enlightenment, which focuses on using knowledge to improve society.
00:25:00 In this section, the speaker discusses the different epistemological currents that were used in previous study plans and how they influenced their design and production. The speaker explains the concept of paradigm as a structure of thought shared by a given community that establishes fundamental concepts and categories for understanding the world. The speaker identifies five paradigms throughout history: the theocratic, humanist, simplification, complexity, and the paradigm of the curriculum 2022. The latter emphasizes the development of competencies as actions that transform the environment and rejects the traditional logic of transmitting knowledge. Understanding these epistemological paradigms is crucial to comprehending how knowledge is constructed and the principles behind the development of the curriculum 2022.
00:30:00 In this section, the speaker discusses the five paradigms of education and how they have evolved throughout history, with the most recent being the paradigm of postmodernity. He explains that the new Mexican School is based on epistemologies of the south, which focus on the knowledge and validity criteria that give visibility and credibility to the cognitive practices of historically victimized people and groups. He emphasizes that this epistemology is not the same as the one established by Europe's Enlightenment and Modernity, but rather is based on the different ways in which excluded peoples explain the world around them. The south referred to here is not just geographical but is also present in each country, revealing that there is an imperial south that blends with the local practices, and hence the paradigm of education needs to advance beyond the reductionist and linear patterns of the past.
00:35:00 In this section, the speaker discusses Boaventura de Sousa Santos' critique of the dominant paradigm of Western modernity that is based on natural sciences and the logic of the Enlightenment. Santos questions the validity of one subject dominating the knowledge of another and establishes the importance of observing who produces knowledge in terms of power relations. He identifies this dominant paradigm as a totalitarian model that excludes other forms of knowledge and is based on principles established by Galileo, Descartes, and Newton, which emphasize reason, causality, linearity, quantification, and progress. Santos argues that this paradigm is based too heavily on mathematics and that the rigor of science that is founded on mathematical rigor quantifies and therefore degrades the phenomena it studies, leading to a destruction of knowledge from other perspectives.
00:40:00 In this section, the speaker discusses the ongoing struggles against the paradigm of Western modernity, which has been maintained in the production of knowledge and institutional practices even after colonial and independence movements in the 19th and early 20th centuries. This has led to what Boaventura calls a global cognitive injustice where non-Western knowledge is discriminated against and excluded. In response, Boaventura argues for a new paradigm - a post-modern one - and an epistemology of vision that seeks to identify and rescue excluded knowledge, including that of marginalized groups such as Indigenous communities, women, people with disabilities, and others. The construction of this paradigm requires an ecology of knowledge and a prudent knowledge for a decent life that includes both scientific and non-scientific perspectives.
00:45:00 In this section, the speaker discusses the concept of "ecology of knowledge," which involves building an environment that listens to the knowledge and experiences of those who have been silenced or excluded. The speaker notes the difference between scientific and disciplinary knowledge and "saberes," which are intuitive and arise from shared cultural processes of specific groups. The ecology of knowledge aims to recover marginalized knowledge and identify the conditions for creating new knowledge that resists and produces alternatives to global capitalism and colonialism. In this process, it is necessary to decolonize by recognizing the damage caused by colonization beyond the construction of new institutions and by seeking justice cognitive global as a premise for global justice.
00:50:00 In this section, the speaker discusses the concept of decolonizing one's thinking and the implications it has on modifying institutions and structures established by the colonizers in their own country. This requires identifying and changing everything that originates from the colonial period in terms of territory, population, language, and culture. The speaker provides examples such as the Eurocentric view of maps and the mental impact of colonization on individuals from the Caribbean. The goal of decolonization is to reconstruct human beings, confront oppression, and create new conditions for knowledge and power. The speaker also distinguishes between decolonization and de-colonizing, explaining that descolonization "is to recreate the origin of one's culture and nation, and to create a new human being that does not solely represent the reflection of the European man."
00:55:00 In this section, the speaker discusses the concept of subjetividad, or subjectivity, and how it relates to power dynamics between various groups. The speaker argues that the modern era gave rise to subjectivity and the construction of an individual's identity and rights, independent of religion or social constructs. The concept of colonizer is also questioned, as power dynamics existed in various civilizations prior to colonization. The speaker also criticizes epistemologies of the South for idealizing traditional knowledge and beliefs that may contradict established scientific knowledge and human rights. Additionally, the speaker touches on the misconception that indigenous peoples are natural environmentalists and discusses land clearing practices used in their communities.

01:00:00 - 01:25:00

The YouTube video titled "Balvas Academic: BASES HISTÓRICAS, FILOSÓFICAS Y EPISTEMOLÓGICAS DEL MARCO CURRICULAR 2022 (SMSEM)" discusses the new Mexican curriculum based on epistemologies of the South, emphasizing inclusive education, respect for diversity, and critical thinking. The curriculum is organized into fields of study with interdisciplinary themes, and it encourages teachers to design programs that respond to local contexts. The curriculum framework emphasizes collective subjectivity, while teachers need to be aware of local realities and be critical about practices that go against the principles of the constitution or harm individuals and society. Educators must navigate the potential conflict between opening schools to community knowledge and adhering to a curriculum based on individual, scientific, and secular human rights. Ultimately, valorizing the role of educators and promoting their ability to make informed decisions is key to implementing the new framework.

01:00:00 In this section, the speaker explores the challenges of including local knowledge and traditions in the school curriculum. While there are many valuable contributions from indigenous cultures, such as herbal medicine and alternative healing techniques, there are also concerns around the violation of human rights, particularly violence against women. Additionally, certain practices, such as lynching and violence against women, conflict with the principles of human rights and democracy. The speaker explains that the new Mexican curriculum is based on epistemologies of the South that aim to recognize and value the cognitive practices of historically oppressed groups. However, the concept of "saberes" is not synonymous with knowledge and must be understood within the context of the epistemology of the South.
01:05:00 In this section, the speaker explains the importance of education as a fundamental condition for the development of an individual's capacities and the construction of a democratic society. The concept of community territory is also highlighted, which emphasizes the community as the center of the educational process and goes beyond the school community. The speaker delves into the pedagogies of the South, which includes the pedagogy of Freire, the pedagogy of McLaren and Seydoux, and the pedagogy of feminism, all aiming to transform reality by identifying problems and using acquired knowledge to make tangible changes in all aspects of life.
01:10:00 In this section, the speaker discusses various pedagogies that aim to promote the emancipation of oppressed individuals, including decolonizing pedagogy, pedagogy of conflict, and pedagogy of the oppressed. The speaker emphasizes the need for a quantitative leap to apply these pedagogies to children and adolescents in schools. Additionally, the speaker highlights the pedagogy of human rights as another tool for promoting equity and inclusion in schools. The pedagogy of human rights is based on respecting the rights of all students, regardless of their background or behavior, and ensuring an inclusive education for all. The speaker notes that while human rights are individual and universal, some communities continue to violate these rights.
01:15:00 In this section, the speaker discusses the structure and organization of the curriculum in the New Mexican School. The curriculum aims to develop students with inclusive qualities, who are respectful of diversity, human rights, and have a critical mindset. The curriculum includes different capacities such as critical thinking, interculturalism, gender equality, education in aesthetics, reading, writing, and healthy living. The curriculum is organized into fields of study with interdisciplinary themes that articulate various aspects of learning. The curriculum has different phases in which students learn progressively with each phase related to specific content, outcomes and the articulation of both within each grade level. The new curriculum encourages teachers and school leaders to be proactive in designing programs that address the specific needs of their communities.
01:20:00 In this section, the speaker discusses the new curriculum framework and its emphasis on contextualized learning experiences, such as projects, investigations, and games, that are relevant to the students' local realities. The framework also emphasizes professional teacher autonomy in designing learning experiences that respond to local contexts while complying with the curriculum. To achieve this, teachers need to be aware of local realities and their students' needs to design compelling learning situations that contextualize scientific knowledge with local knowledge. This approach requires teachers to learn to live in duality, being open to non-scientific practices as long as they are constitutional and not harmful to individual students and society, and being critical about practices that go against the principles of the constitution or harm individuals and society.
01:25:00 In this section, the speaker discusses the historical and philosophical underpinnings of the curricular framework proposed for 2022 by SMSEM. While previous plans and programs focused on individual development through didactic situations, the new framework is based on a fundamentally different epistemology that emphasizes collective subjectivity. The speaker acknowledges the potential conflict between opening schools to community knowledge and adhering to a curriculum based on individual, scientific, and secular human rights, but suggests that educators must take a critical and autonomous approach to navigate this tension. Valorizing the role of educators and promoting their ability to make informed decisions is key to implementing the new framework.