Configuración discursiva de la Nueva Escuela Mexicana en el Consejo Técnico Escolar 2019-2020 y 2022-2023

This article presents the findings of a qualitative content analysis approach aimed at exploring the discursive configuration on the curriculum proposal of the New Mexican School (NEM), as formulated by the documents discussed in the sessions of the school technical councils for the 2019-2020 and 2022-2023 cycles. For this purpose, we set three specific objectives: first, to identify and analyze the core concepts of the general dimensions –broad social, institutional, and classroom-didactic– of the curriculum proposal; second, to identify the subjects of curriculum development articulated in the documents; third, to identify and analyze the demands placed on teachers, as formulated by the texts examined. These findings illustrate that in the first period the foundations were laid for the institutionalization of NEM through the socialization of the curriculum framework and the establishment of management guidelines. In 2022-2023 the documents complemented a training process aimed at the appropriation of the studies plan by the teaching staff, the monitoring of the co-design and curriculum integration, as well as the development of the analytical programs. Finally, we consider that the educational project suggests a change in the role of teachers as social subjects of the formal curriculum.