La formación científica en el bachillerato bajo la Nueva Escuela Mexicana: una perspectiva docente

Abstract

This essay critically analyzes the implementation of the New Mexican School (NEM) educational model at the upper secondary level, with particular emphasis on the Natural, Experimental, and Technological Sciences axis. From a teacher’s perspective, it examines the pedagogical foundations and practical implications of a curricular design characterized by early interdisciplinarity and an unconventional sequencing of content. The analysis problematizes the loss of a clear propaedeutic function, curricular ambiguity, insufficient teacher training, and the nationwide standardization of the curriculum in contrast to specific regional needs, such as those of the state of Querétaro and its strong demand for engineers. Although the aim of fostering well-rounded citizens is legitimate, the essay argues that the current structure may weaken solid scientific training, adversely affecting students who aspire to STEM careers. The model is contrasted with international approaches, concluding that substantial adjustments are required to balance integration with disciplinary rigor.