Exploring Nueva Escuela Mexicana: Perceptions and challenges in middle school in Sonora

Abstract

The Mexican educational system has undergone substantial transformations with each presidential transition, influenced by various political orientations and international directives. The 2018 educational reform, implemented during the administration of Andrés Manuel López Obrador, introduced the Nueva Escuela Mexicana (NEM), designed to renew the system in response to contemporary educational demands. This qualitative and interpretive study analyzes the perceptions and meanings that educational agents in Sonora attribute to the implementation of the NEM, guided by the question: How do these agents experience and conceptualize the pedagogical and curricular transformations derived from the NEM in secondary education? The theoretical-methodological framework is based on the model of curricular change implementation proposed by Fullan as well as the process of meaning-making developed by Joseph and Reigeluth. Data were collected through in-depth interviews, which allowed a detailed exploration of the participants’ experiences. The analysis reveals that the NEM has driven significant transformations in various educational processes, although notable challenges related to curricular adaptation and the integration of interdisciplinary approaches are identified. This study contributes to the understanding of how educational reforms are interpreted and applied at the local level, offering valuable insights for the effective implementation of educational policies and the management of change in diverse educational contexts.