Inclusive Education, Education for All: The New Mexican Education Model (NEM) and the Territorial Education Program for the Oaxaca (PTEO) in the Face of Barriers to Learning and Participation.

Abstract

With the aim of highlighting a novel approach to inclusive teaching practices, this document analyzes the Oaxaca Education Transformation Plan (PTEO) and the New Mexican School (NEM) as plans to address the Barriers to Learning and Participation (BLP) faced by children in primary schools. Therefore, the qualitative paradigm and the symbolic interactionist approach were adopted to address the research topic. The techniques implemented included focus groups with eight primary school teachers and semi-structured interviews conducted virtually (via Zoom) with specialists and researchers. The results obtained demonstrated a new and informed perspective on inclusive education and the pursuit of improvements to the problems affecting this field of research. The most relevant findings determined that the NEM and the PTEO comprise a renewed educational model, a process that seeks educational and social transformation. Furthermore, it is concluded that the main intention lies in recognizing diversity as an enriching aspect of learning, paying special attention to marginalized areas where education has been considered a privilege, in order to make it a universal right. Therefore, the need to improve pedagogical practice is proposed, utilizing both plans as tools to counteract any difficulties students may face from different contexts, empowering collaborative work, democracy, autonomy, and freedom grounded in human dignity.