Comunidades, familias y proyectos como estertores de aprendizajes: Un estudio desde Consejos Técnicos Escolares

The purpose of this research is to analyze the dynamics of interaction between the school, families and the community in the context of the implementation of the 2022 Curriculum in a rural environment. Through an ethnographic observation of School Technical Councils during two school cycles, the tensions and potentialities for the integration of community knowledge in school projects were explored. The research aims to identify how socioeconomic, cultural and organizational conditions influence family participation and curricular autonomy, highlighting the opportunities and challenges faced by teachers in disadvantaged contexts. The study contributes to the critical understanding of the New Mexican School, highlighting the need to strengthen teacher training to work from and for communities.