The New Mexican School: challenges and readings from decoloniality in Maldonado-Torres

Purpose This paper seeks to analyze the New Mexican School (NMS) as a part of the broader political project of the Fourth Transformation in Mexico, with particular attention to its humanistic orientation and its potential for a decolonial reading. The study aims to demonstrate how a decolonial philosophy can both enrich the intentionality of educational change and expose the limitations of state-led reforms in producing emancipatory outcomes. Design/methodology/approach The research is based on a theoretical and philosophical analysis of the NMS. Drawing on the framework of decolonial thought and the writings of Nelson Maldonado-Torres, the study evaluates official documents and discourses of the NMS, considering them in light of broader political and cultural processes in Mexico. The approach is interpretive rather than empirical, prioritizing conceptual clarity and critical reflection. Findings The analysis suggests that while the NMS incorporates elements of Mexican humanism and acknowledges cultural diversity, it also faces significant challenges in transcending national policy frameworks. A decolonial perspective reveals both the possibilities of humanistic formation and the structural limits that hinder deeper transformations. Research limitations/implications This work does not cover all of the transformations of the NMS. Practical implications The findings encourage policymakers and educators to reflect on how educational reforms can be aligned with decolonial philosophies to move beyond formal policy change toward transformative practices. Social implications By highlighting the tension between national projects and decolonial practices, the paper contributes to debates on how education can better serve pluri-ethnic communities and strengthen democratic life. Originality/value This study's originality lies in linking the NMS philosophy to decolonial thought, positioning it within broader debates about humanism, reform and the limits of educational transformation.