Necessidades de Formação de Professores no contexto da Nova Escola Mexicana e o Desenvolvimento da Controvérsia Sociocientífica do COVID-19

In this research, a qualitative content analysis is conducted on the foundations of the current Mexican curricular framework, which is part of the basic education reform known as the New Mexican School. These foundations are compared with the perspectives of two sixth-grade teachers who work with children aged 11 to 12. In this context, teachers face demands such as addressing school content through interdisciplinarity and contextualizing learning by developing projects with their students. This study presents the pathways for teacher training that emerge from this analysis, framed by the approach to the COVID-19 pandemic as a socio-scientific controversy in the classroom.