Modelo metodológico de intervención pedagógica México–Cuba:

innovación en la formación de pedagogos para la transformación social

Abstract

This study aimed to construct and validate a pedagogical intervention model for the training of future educators, based on comparative collaboration between Mexico and Cuba. Using a qualitative design that combined documentary review and systematization of experiences, six phases were identified: participatory diagnosis, collective problematization, action plan design, collaborative implementation, evaluation-systematization, and dissemination of results. Findings show that integrating the Nueva Escuela Mexicana principles—focused on equity and social justice—with the Cuban tradition of strong school–community ties generates an innovative and transferable framework. The model bridges socioformative, service-learning, and design-based research approaches while strengthening pedagogy students’ professional, ethical, and social competences.