Fundamentación de la planeación y programación didáctica en la nueva escuela mexicana: según docentes en formación

The purpose of this paper is to analyze the connection between the New Mexican School curriculum and the educational practice of preservice teachers enrolled in the fourth year of the bachelor’s degree in primary and preschool education at two teacher training institutions and basic education institutions. This study seeks to provide evidence for a logical and reasoned explanation of the planning and didactic programming of this educational practice. The methodology adopted was qualitative, utilizing observation, interviews, and focus group work. The first included field diary recording for analysis, reflection, and systematization; the second included individual questions and doubts; and the third included collective work to support the current topic and explain it through analytical matrices. Among the main findings, it is highlighted that in the first years of the implementation of the New Mexican School, there was considerable controversy, confusion, insecurity, and uncertainty on the part of students and teachers, given that the curricula for 2012, 2018, and 2022 converged in basic education institutions, while the curricula for 2018 and 2022 similarly converged in teacher training colleges. It is concluded that, by resuming humanism and the instillation of values, as well as educational inclusion and methodologies based on the development of critical, analytical, and reflective thinking, various processes focused on the construction of learning—local, community, national, and universal—are being reinstated as a basis in order to promote a more liberating education.