Apropiación del Plan de Estudio para la educación básica 2022: un estudio de caso

The article aims to explore the positions of teachers, mediation actions and the conditions for the appropriation of the 2022 Study Plan in a secondary school. It`s a qualitative, interpretive study carried out through semi-structured interviews and a focus group. Through a narrative analysis, the findings reveal situated and heterogeneous evaluations with respect to different elements of the curricular proposal and some resonances of previous plans in the discourse and actions of the subjects, as well as accompanying actions that are not close to the interests and needs of the teaching staff. It is concluded that appropriation occurs in stages where the different positioning influences the discourses and actions carried out during the process.