Abstract:
With the transition of the Presidency of the Republic to an administration distinct from those that have led Mexico in recent decades, an educational reform was promoted which, according to its particular vision of the State, sought to address the educational needs of new generations. This reform was titled the 'Nueva Escuela Mexicana' (New Mexican School). The administration's perspectives were outlined in the Sectoral Education Plan, highlighting the reintroduction of History as a subject after years of absence from the curriculum of the Technological Baccalaureate in Mexico. This research examines, from a practical perspective, this public policy within Upper Secondary Education—a policy that, while ambitious in its legal and foundational documents, tends to become blurred during its implementation. To this end, the study relied on documentary research and, crucially, on the firsthand experience of key classroom practitioners. The findings reveal significant obstacles to full implementation, while also highlighting the reform's educational successes. Among these are the relevance of the 'Historical Consciousness' subject over three semesters in the technological baccalaureate, the importance of students in this educational subsystem learning about past events, and the prevention of potential errors through historical study. By analyzing these areas of opportunity, this research facilitates the necessary modifications to the regulatory framework to ensure that students effectively receive a comprehensive and holistic education.
