The Voice of Teachers Regarding the Analytical Program: A Phenomenological Look at the 2022 Curriculum in Mexico

Abstract

This research emerges  from the paradigmatic change in Mexican educational policy that culminated in the 2022 Curriculum Plan, which positioned teachers' professional autonomy as one of the elements that articulate the curricular proposal. This new scenario demands that teachers assume the role of co-designer of the curriculum, in a process that begins with a socio-educational diagnosis of the school and the community, to arrive the construction of an Analytical Program hat gives territorial relevance to the national contents of the Synthetic Program. The study is situated in a state primary school in the Sixth School Zone in Chihuahua. The theoretical framework engages with De Sousa's Sociology of Emergencies (2009), Freire's Liberating Pedagogy (1970), and Torres's Integrated Curriculum (1998); references that the 2022 Plan incorporates to ground a decolonizing and critical proposal based on South Pedagogies. The research approach is qualitative, from a Husserlian phenomenological perspective (1992). It proposes to explore the daily experience of the teaching community, understanding that co-design is not a simple technical procedure, but an act of intentionality where the teacher gives meaning to their practice The research problem centers on understanding the meanings and significance that teachers attribute to this design and implementation process, as well as their subjective perception of the transformation of their students' learning. Hermeneutic analysis of documents used by teachers to support the diagnostic process is employed, along with in-depth interviews and focus groups during Teacher Council sessions. The preliminary findings suggest an openness to the new paradigm, but also reveal a tension in the consciousness of the teaching team: the pressing need to appropriate the epistemological foundations and to strengthen the training processes in order to consolidate the design of the Analytical Program as an exercise in liberating pedagogical practice.