Program

3rd
Analytical GRADE
Process for SU
development

A proposal from School Zone 01

April 2023

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PRESENTATION

This working document intends to propose a

example of the Analytical Program, from its structure, design and
elaboration process.

It is true that the orientations that have been analyzed,

reflected and conceptualized in each of the CTE of this
The school cycle has provided the basis to outline the Program.
Analytical, it is necessary to put into practice with a more
profound all the suggested elements and components as
necessary to configure such a program. The schools already it
they are doing, however, in School Zone 01 of
Technical Secondary Schools wanted to explore from the technical practice
pedagogical an example that would identify those moments
of the process that generate uncertainty and that were difficult
to be finalized in the Analytical Program.

This document will be another way to conduct the

development of the Analytical Program covering all the
guidelines and suggestions issued by the Secretariat
Public Education for the implementation of the New
Mexican School, and which in no way intends to be the
unique formula to achieve this pedagogical document
noun.

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NECESSARY COMPONENTS FOR ITS PREPARATION

Ensure that the analytical program of your discipline includes at least the following elements:

• Contextualization and sequencing of content built from the

Synthetic program based on your teaching experience, the diagnosis of
their group and the knowledge of the community.
• Incorporation of local community issues, topics, and matters
relevantregionals.
• Consideration of one or more articulating axes in the contents of
analytical program.
• Distribution of the content throughout the school year (temporality).
• General teaching guidelines (without developing the planning)
didactics.
• Suggestions for formative assessment based on your knowledge and experience
teacher.

To assess whether the analytical program being constructed is relevant, we suggest analyzing if
consider the following in accordance with the suggestions made by the Secretariat of Public Education1:

• The approaches to the curricular integration of the Study Plan (Axes

articulators and formative fields.
• The specific conditions under which teaching processes take place
and learning.
• The particularities of the teaching of female and male teachers.
• The needs, styles, and learning rhythms of students.

1Guidelines for the Fifth Ordinary Session of the CTE page 7

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CLOSE-UP OF READING REALITY2

In teams by grade, group and/or academy, analyze the diagnosis regarding the achievement of the
learning of the students from the school, through graphs, comparative tables and/or charts
from statistical information, MEJOREDU results, according to the following questions:

What fundamental learnings were not achieved by group, grade, and school?
What percentage of students are in educational lag by group, grade, and school?

Share the team's conclusions in plenary. Take note of conclusions and agreements of the
fundamental learnings to reinforce by group, grade, and school that will be taken into account for the
PEMC.

Let's resume the COMMUNITY DIAGNOSIS. External Context

In grade or group teams, analyze the characteristics of the context and knowledge of the community.
that will contribute to providing learning opportunities for our school students,
according to the following questions:

▪ What problems do they have regarding...

… the community regarding violence?

... the coexistence in the community?
… the economy, production, and employment in the community?
... health in the community?
... the sense of identity and belonging to the community?
the participation of citizens in solving community problems?
... the environmental situation in the community?
... recycling of different wastes generated in the community?
… environmental pollution through the emission of particles and gases in the
community?
… the effects on the environment of the foods that are produced, consumed and the
What about in the community?
… for the care and protection of the environment in the community?

Share the team's conclusions in the plenary. Take note of conclusions and agreements from the
characteristics of the context and knowledge of the community to offer learning opportunities to
the students of the school.

2Contextual analyses that influence learning. Let's recover the diagnostic evaluation of the situation.
current learning of students (by grade or by group), through an organizer or
mapping of ideas.

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Let’s resume the FAMILY DIAGNOSIS. External Context

In teams by grade or group, analyze the characteristics of the context and family knowledge that
they will contribute to providing learning opportunities for our school students,
according to the following questions:

▪ How is family coexistence?

▪ ¿Cómo se resuelven los conflictos en la familia?
▪ In the family, are men and women treated equally (gender equality)?
▪ What are the economic conditions of the family?
▪ How is the diet in the family?
▪ What resources and technological means do you have at home?
▪ What other resources do you have to support your children's learning?
▪ What is the family's support like in the learning process for their sons or daughters?

Let's resume the COMMUNITY DIAGNOSIS. External Context

▪ What situations positively or negatively affect the school in the achievement of its
purposes?
▪ What problems or situations can the school analyze or study to better understand its
context?
▪ Are such problems or situations relevant and susceptible to being addressed in school?
▪ What are the conditions regarding the economy, production, and employment in the family?
▪ What are the recycling conditions for the different waste generated in the family?
▪ How do families reduce food waste?
▪ What are the family conditions regarding the generation of wastewater in the impact
of the aquatic ecosystem and soil contamination?
▪ What is thought about the effects on the environmental impact generated by the emission of
particles, gases, consumption and waste from services generated in the family?
▪ What is commonly thought about environmental pollution, which presents harmful effects?
to the health and structure of the ecosystem where one lives?
▪ What formative fields and articulating axes of the 2022 Study Plan are related?

Share the team's conclusions in plenary. Take note of conclusions and agreements from the
characteristics of the context and family knowledge to offer learning opportunities to
students of the school.

Let's revisit the DIAGNOSIS OF THE STUDENTS. Internal context

In teams by grade or group, analyze the characteristics of the context and knowledge of the students.
students, who will contribute to providing learning opportunities for our students
school, according to the following questions:

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 ▪ What recreational activity interests you the most?
▪ What hobbies do you have?
▪ What artistic activity interests you?
▪ Which social network interests you?
▪ What medium do you use to communicate at a distance?
▪ What topics are you interested in reading, videos, series or social media?
▪ In class, what learning technique helps you learn more easily?
▪ How would you like the class to be so that it makes it easier for you to learn?
▪ What is your relationship with your classmates like during recess?
▪ How is your relationship with your classmates during class interactions?
▪ Do you know the effects and impact on the environment of the food you consume and the
isn't it?
▪ What do you think about the generation of wastewater in your home and the impact it has?
in the aquatic ecosystem and soil contamination?
▪ What forms of recycling do you do in your home?
▪ What do you think about how the environment contributes to your well-being?
▪ What do you think about the emission of particles and gases that impact the air, flora, fauna, and
human being?

Share the team's conclusions in the plenary. Take note of conclusions and agreements from the
characteristics of the context and knowledge of the students to provide opportunities for
learning for the school students.

Let's return to the SCHOOL DIAGNOSIS. Internal context

What issues does it present...

▪ ...the school's infrastructure (classrooms, laboratories, workshops, restrooms, recreation areas,

servicio de cooperativa escolar, otros) para propiciar los espacios que influyan en el aprendizaje
of the students?
▪ ...the furniture in the classrooms to encourage collaborative work?
▪ textbooks, computers, and the internet so that there is a significant impact on
capacity of students to learn?
▪ the pedagogical work of teachers in achieving the quality of teaching and learning
of the students?
▪ the use of resources and teaching materials by teachers in achieving
quality of teaching and learning of the students?
▪ …el trabajo pedagógico para atender los diferentes estilos de aprendizaje de las y los
students?
▪ ...in the teachers and educators in the implementation of projects for achieving teaching quality.
and the students' learning?
▪ the school in educational practice to foster a school climate with inclusion, equity and
emotional support to influence the well-being of students?
▪ the school's location in the communication and transportation of students to attend
and participate in educational activities?

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 ▪ ...the personality and behavior characteristics of students that affect the
school climate and the quality of learning?
▪ What areas of opportunity are present for teachers in terms of updating?
▪ Does the school have the complete teaching staff to achieve the quality of
teaching and learning of the students?
▪ What technological resources are available in the classroom to support and promote the learning of students?
the students?

Basic questions regarding the problem

Community

1. What problems do they have regarding the economy, production, and employment in the community?
The community is mainly engaged in agricultural and livestock production, as well as
production of dairy products.
2. What issues do they have regarding the environmental situation in the community?
The use of water is vital for economic activities; in recent years, this resource has been
affected by various factors such as river pollution and aquifer depletion.
3. What problems do they have in recycling different waste generated in the community?
There is no culture for recycling water, glass containers, jars, cans of different types.
products, aluminum: trays, plates, paper; aerosol containers, plastic bags,
plastic containers, plastic bottles, paper, metal containers, batteries and rechargeable batteries,
electronic devices, steel cans, food scraps, etc.
4. What problems do they have regarding environmental pollution through emissions?
particles and gases in the community?
The runoff of wastewater from dairy products without any treatment onto the soil, to
drainage and river basins has generated a high level of pollution, the environment is
flood of bad odors that contaminates air quality, the generation of smoke and gases in the
home, in the burning of grass and weeds in fields, with automobiles and agricultural machinery.
5. What problems do they have regarding the environmental effects of food that do
produced and consumed in the community?
In the community, there is no treatment for the waste produced by the manufacturing of
dairy products, which has generated pollution of the community river, which runs through different
municipalities of the state, different industries such as textiles have also contributed, water is
found contaminated by various heavy metals such as arsenic, lead, zinc, copper, and nickel,
metals that contaminate forages, subsequently affecting livestock and then people, this has
generated various diseases in the population living on the banks of these waterways such as:
cancer, kidney diseases, respiratory problems, and gastrointestinal diseases.
6. What problems do they have regarding the care and protection of the environment in the community?
There is a need to promote a culture of environmental care and resource conservation among the inhabitants.
Naturally, there is no proper waste management, the authorities have done little or nothing.
to protect the environment of the community.
The artisanal cheese production in the community is characterized by contamination and
degradation of ecosystems, due to the exploitation of natural resources and to processes of
production not very sustainable with nature.

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 Although the development of this productive activity is important for the economic sector of the
locality for job creation in families, the strategies that have been implemented for
The management of whey waste has not been efficient, which has resulted in repercussions.
in nature.
Family

1. What are the conditions regarding the economy, production, and employment in the family?
Most families engage in agricultural activities, livestock farming, and production of
dairy products, some families are of limited resources.
2. What are the recycling conditions for the different types of waste generated in the household?
There is no culture for recycling water, glass containers, jars, cans of different kinds.
products, aluminum: trays, plates, paper; aerosol containers, plastic bags,
envases de plástico, botellas de plástico, papel, recipientes metálicos, pilas y baterías recargables,
electronic devices, steel cans, food scraps, etc.
3. How do they reduce the amount of food waste in the family?
All solid waste is disposed of in the trash and liquids are poured down the drain.
4. What are the family conditions regarding the generation of wastewater in the impact of the
aquatic ecosystem and soil pollution?
The production of dairy products requires a significant amount of water, in the community
they discard the serum from cheese production into the drainage that ultimately ends up in the river,
generating soil and water pollution and also affecting the wildlife that inhabits the rivers.
5. What is thought about the environmental impact generated by the emission of particles, gases, and consumption?
and service waste generated in the family?
In families, there is no awareness about the impact of environmental pollution.
6. Familiarly, what is thought about environmental pollution, which presents harmful effects on the
health and the structure of the ecosystem where one lives?
They do not give importance to environmental damage and place more emphasis on the production of products.
dairy products and continue to generate environmental problems due to the spillage of dairy waste without any
previous treatment of soil and water bodies.

Students

1. Are you aware of the environmental impact of the food you consume and that is produced in your...
community?
Few students know and understand the impact that environmental pollution has on the
foods that are consumed and produced in their community.
2. What do you think about the generation of wastewater in your home and the impact it has on
the aquatic ecosystem and soil pollution?
Few students are aware of the impact that wastewater generation has on the ecosystem.
and soil pollution.
3. What forms of recycling do you practice in your home?
There is no type of recycling.
4. What do you think about how the environment contributes to your well-being?
Students are unaware of how the environment contributes to their well-being.

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 5. What do you think about the emission of particles and gases that impact the air, flora, fauna, and humans?
human?
Students are unaware of how pollution affects their daily lives, in families and in the
the community has not promoted the care of the environment and natural resources, it does not exist
care about water usage, it is wasted, there is no recycling and also no awareness about
the impact that pollution has on their environment and quality of life.

READING OF THE REALITY OF THE TECHNICAL HIGH SCHOOL

MALINTZI
CLOSE-UP OF THE READING OF REALITY: Community context and school.

Scope
community

The school is located in the community of Teotitla, which belongs to a semi-urbanized municipality.
from the state of Tlaxcala, identified by its economic activity in the primary sector, that is to say, based
in agriculture and livestock. Its population in 2020, according to INEGI, is 6,309 inhabitants, 48.4% are
men and 51.6% are women.
There is no linguistic diversity, the majority of the population practices the Catholic religion, they prevail.
traditions such as the Day of the Dead, Carnival, and some religious festivities; the majority of the population
the economically active population is engaged in agriculture and livestock farming, as well as the production of
dairy products, having a precarious economy. Most students practice
some sport and help their family with household chores.
Based on the information from the survey results that were conducted, we realized that
In the community, there is no culture for recycling the different waste generated from its activities.
daily, which are primarily dedicated to agricultural and livestock production, so the use of water
it is vital for economic activities, but in recent years this resource has been affected by
various factors, the artisanal cheese production in the community has caused pollution and
degradation of ecosystems, due to the exploitation of natural resources such as water and processes
of production that is not very sustainable with nature. The spill of dairy products without any treatment
On the soil, drainage, and river basins has generated a high level of pollution, the
The environment is filled with bad smells that contaminate air quality. In the community, there is no
treatment of waste generated from dairy production, which has caused pollution
from the community river, other industries have also contributed to the pollution, the water is
found contaminated by various heavy metals such as arsenic, lead, zinc, copper, and nickel,
metals that contaminate the forage, the livestock and subsequently the people who consume them
products, this has caused various diseases in the population living on the shores of these
affluents such as: cancer, kidney diseases, respiratory problems y diseases
gastrointestinal
Although the development of this productive activity is important for the economic sector of the
community, for the creation of employment in cheese-producing families, the strategies that have been
implemented for the management of whey waste have not proven to be efficient; which has generated
repercussions on nature and the health of the inhabitants. There is a need to promote a culture among the inhabitants.

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Regarding the care of the environment and natural resources, the authorities have done little or nothing.
protect the environment.

Scope
institutional

The Technical Secondary School Malintzi is made up of 9 groups, 131 students in the first year.
grade, 107 students in second grade and 117 students in third grade, with a total of 355 students, in
As for the staff, it has 3 executives, 31 teachers, 8 administrative staff, 2 prefects, and 3 support staff.
management. Regarding the infrastructure of the educational institution, it has the following
spaces: management, deputy management, academic coordination, office for social work, prefecture
comptroller's office, 9 thematic classrooms, library, cooperative, restrooms for teaching and administrative staff
restrooms for students, soccer field, civic courtyard, parking lot and green areas.
Regarding technological resources, the school has internet, computers, whiteboards,
screens, projectors, copiers, and printers to provide the necessary support for learning
students. It also has services such as electricity, potable water, drainage, and telephone.
communication and interaction that exists between school staff, teachers and students, teachers and parents
the family, parents and children is good.
Environmental pollution has had harmful effects on the health of students, due to
gastrointestinal and respiratory diseases have increased, parents do not have the
sufficient economic resources to immediately address diseases, which has
increased absenteeism among some students. There is a need to strengthen care from both the school and the family.
of the environment and natural resources, there is also no awareness of the impact it has on
pollution in their environment and in their quality of life.

SECOND PLAN THE CONTEXTUALIZATION: Analytical program

Situations
problem

From the application of the different diagnostic instruments, analysis by the board that I carried out
teacher collective and considering the opinions of parents, we conclude that our school
presents the following problem, which needs to be addressed from the learning situations of
the different formative fields and subjects.

List of problems

About environmental pollution

➢ The different waste generated in the community is not recycled.
➢ Emission of particles and gases from wastewater, burning of weeds and grasses in the
field and the use of agricultural machinery and automobiles.
➢ Pollution of the environment from the waste of dairy product processing.
➢ River pollution by waste from dairy products and textile industries.
➢ Pollution and degradation of ecosystems due to the lack of sustainable processes in the
production of dairy products.
➢ Lack of health care, natural resources, and environmental protection culture.

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 ➢ Lack of recycling culture of waste generated in the family and community.
➢ Lack of sustainable development culture in the community to preserve the environment.
➢ Lack of strengthening from the school for environmental care.
➢ Pollution and lack of care and conservation of natural resources.
About school violence
➢ the culture that prevails in the community when facing certain situations is violent through
verbal aggression.
➢ The coexistence of families often occurs with a lack of respect, fostering a
family disintegration.
➢ Generation of violence among students through the use of social media (WhatsApp,
TikTok.
➢ Lack of values of respect, equality, and equity among students.
➢ Behaviors and attitudes of violence among students and family.
➢ In some cases, the coexistence of students is aggressive and violent.
About school performance
➢ 60% of the students have the basic knowledge of the subjects.
➢ 40% of students are experiencing educational lag and there is a need to strengthen the
basic knowledge in all subjects.
➢ Lack of family support for children in learning.
➢ Bad eating habits.
➢ Lack of integration and coexistence among students.
➢ bullying among students
➢ Low-income families.
➢ Lack of emotional support for some students.
➢ Varied quality in teaching by teachers.

Problem a
to address

The environmental pollution of the planet, derived from the consumption practices of families and
communities of the learners generate domestic waste, gases, trash, acids, and fats; being
this is the main source of contamination of drinking water, lakes, rivers, soils, and the atmosphere,
putting the health of the school community at risk, global warming and the alteration of
ecosystems.

Problematic
School Family Community
Needs strengthening There is no recycling culture There is no recycling culture of the
from school the from the waste that is waste generated from consumption and goods
care for the environment consumption and goods generated of service.
environment, of the of service. environmental pollution by
natural resources and Environmental pollution waste from the production of products
awareness about the environment for waste of the dairy products, textile industries and emission of
impact they have production of products gases.
these in quality dairy and gas emissions.

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 of the life of the being Lack of culture of care for pollution and degradation of the
human. the health, of the resources ecosystems due to lack of processes
natural and environmental sustainable development.
environment. Lack of culture of health care,
natural resources and the environment.

LINKING OF THE PROBLEM WITH THE GRADUATE PROFILE3

Trait Linking with the problem

They perceive themselves as learners and see themselves as part of
parte de la naturaleza, conscientes del momento este mundo y la importancia del proceso educativo
that live in their life cycle and the importance of in Basic Education, is to understand that the
understanding that the environment and personal life are part of the
personal is part of the same plot, therefore by nature, and hence the priority of relating the
they understand the priority of relating the care of their nutrition, their physical health,
their nutrition, their physical, mental, sexual, and reproductive health with health
reproductive with planetary health from a sustainable perspective and
sustainable and compatible vision. compatible.
VII. They interpret phenomena, facts, and situations The importance of NNA interpreting the
historical, cultural, natural, and social based on phenomena, events, and historical situations,
on various themes and inquire to explain them with cultural, natural, and social aspects, with the purpose of
based on reasoning, models, data, and from various topics, they investigate to
information with scientific foundations and explain it based on reasoning, models,
community knowledge, so that data and information are based on scientific fundamentals
allow them to consolidate their autonomy to propose and community knowledge, in such a way that they
solve complex problems considering that they allow to consolidate their autonomy to propose and
context. resolver problems complexes of the
environmental pollution considering from the
context in which they live.
They develop critical thinking that is very necessary for students.
allow to value the knowledge and skills that develop critical thinking in order to
sciences y humanities, recognizing that it allows them to value the knowledge and wisdom of
the importance that history and culture have for the sciences and humanities, recognizing the
critically examine their own ideas and the important value that history and culture have for
from the perspectives of others as critically examining their own ideas and the value
elements centrals for to propose from the perspectives of others like
transformations in your community from an element centers to propose
solidarity perspective. transformations in their community from a
solidarity perspective on environmental care
planet environment and the well-being of the being
human, in its community and globally.

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Study Plan for Preschool, Primary, and Secondary Education 2022 pg. 95-98

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 LINKING THE PROBLEM WITH THE ARTICULATING AXES4

Articulating axis Linking with the problem

Inclusion Derived from the fact that in the context of the students, there are generated.

A central element of inclusion is consumption practices that alter environmental cycles.

to form citizens who learn that the environment is necessary for children and adolescents to learn to build
nature is external to society, which social relations within the framework of nature, as well as
requires the construction of environmental relationships in which they are incorporated
social in the context of nature, thus community families and students and achieve a development
as environmental relationships in which sustainable.
human beings are incorporated.
Critical thinking The importance of gradually developing the
El desarrollo gradual del pensamiento pensamiento crítico en las NNA, de la construcción de su
critical is the construction of one's own thought that allows him to justify,
personal thoughts that allow for the foundation and issuance of judgments on the practices of
justify, substantiate and issue judgments on consumption that impact the environment and health,
about a school topic or an aspect of it using reasons to express opinions based on
reality, make use of reasons for rules, theories, traditions, ideals, principles
emit opinions based on rules, theories, customs, as well as the use of languages, of
traditions ideals, principles, logically founded reasoning,
costumbres, así como del empleo de coherente y clara para proponer medidas preventivas o
languages, of reasoning feasible and sustainable alternative solutions for the
logically based, common good of humanity.
coherent, clear in circumstances,
specific contexts and situations, for
to understand your reality in relation to the
diversity.
Critical interculturality The culture that is generated in the context of children and adolescents is
Cultures are dynamic matrices and specific types of subjectivity, very own forms of
complexes of imagination production, human being with whom it interacts, which in turn produces,
belief, understanding, interpretation and creates and recreates that same culture; since this does
action that people and groups need for learners to value cultures
they build and internalize to give meaning are dynamic and complex matrices of production of
and reason to their life, to their community and to imagination, belief, understanding, interpretation and
geographical and social contexts in which action takes place, but it must be for the people and the
they inhabit. groups build and internalize to give meaning and reason
to their life, to their community and to the geographical contexts
social environments in which they inhabit, always seeking alternatives
sustainable for the preservation of the environment and
co-responsibility for the well-being of future generations
generations.

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Study Plan for Preschool, Primary, and Secondary Education 2022 pp. 98-135.

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Healthy life The importance of young people valuing ways of life
Teach students about the living and behavior of their community and of the human being.
a geological era that is known for affecting the seasons, the cycles of water, carbon and
Anthropocene, which is manifested by nitrogen, as well as by the effects of predation and
alteration of the seasons, the cycles of pollution of nature in their community and the
water, carbon and nitrogen, as well as by planet, derived from the consumer society, which has
the effects of depredation and put biodiversity, civilization, and
pollution of nature that human health.
generates the consumer society, which has
put at risk the biological diversity and
to civilization, with a direct effect on the
human health.

It is necessary to introduce NNA into the learning processes in school life.

understanding that human health and understanding that generating consumption practices that
The environment consists of living organisms that affect the environment, the health of the family context and
interdependent, a community healthy life, put at risk a healthy life that is
linked to the environment, it is necessarily connected with all living beings of
that we all are human beings of the planet, because we all form a community
that we coexist on planet Earth with planetary efforts that seek survival and well-being
other living beings, with whom everyone.
we form a planetary community.
Appropriation of cultures through it is necessary for children and adolescents to access reading through a
reading and writing process of interaction between the text and the reader, so that
develop their identity and emotions, their abilities to
Reading is a process of interaction, reflection, and critical attitude, with the purpose of being
between the text and the reader that allows sensitive students to promote a culture of fostering
development of identity and emotions, alternatives for health care, for environmental care
the capabilities of reflection and attitude towards the environment from the family and community context.
criticism, while forming students
sensitive and autonomous.
Arts and aesthetic experiences The arts take on relevance in the NNA, having the
The arts are part of the rights of girls, the opportunity to enjoy and express aesthetic experiences.
children and adolescents to enjoy establishing dialogue spaces in the school and
aesthetic experiences to establish community, with the aim of fostering reflection and
dialogue spaces around issues and critical attitudes towards the harm to human health and the environment
common interest problems that are related to the environment and the planet, to achieve the development of measures
part of the sciences, both social and preventive or alternative solutions for care of the
natural sciences, as well as the humanities. health and the environment.

14
 LINKING THE PROBLEM WITH THE FORMATIVE FIELDS
5
FORMATIVE FIELD LANGUAGES

Overview The social consumption practices that are carried out

Language requires situated learning, in different areas or sectors of activity.
According to the social practices used in humans, they have altered the cycles of the environment.
different areas or sectors of the planet's environmental activity, requiring a
human, largely in school, but also teaching from the school through
outside of it; her teaching at school appeals to situated learning6, to regain the context and the
expertise of the teaching staff to identify the culture in which the students develop
usual or necessary social practices of the environment to actively integrate new knowledge,
of their female and male students, in order to achieve this with the intention of fostering a culture of
contents of this program. preventive measures or alternative solutions,
feasible and sustainable for health care
and the environment.
Purposes The importance of NNA in the processes of
Be capable of conversing in formal situations, learning, dialogue, and reflecting on the
and informally; clearly and assertively state the conditions of consumption practices in the
your opinions, discuss based on arguments, family context y community-oriented, since
they express the possible differences in opinion that represent health risk situations, to the
from others, make collective agreements; all in an environment and make agreements to assume
framework of mutual respect. an active and critical stance to consider
sustainable alternatives that allow for reduction
environmental pollution because
they represent a risk for survival of the
planetary community.
Specificities Based on the research of your context of the
Let them investigate, reflect, argue, NNA, carry out in the teaching processes and
interpret and express information, knowledge, learning, reflection, argumentation and
ideas, sensations, emotions, and feelings interpretation of consumption practices that
using elements and resources of the languages alters the cycles of biodiversity in its
creative processes y communicative, for the community and the planet, to generate practices
to spread in the classroom, the school, and the community. that they do not put their family's health at risk,
your community and the environment.

5
Curriculum Plan for Preschool, Primary, and Secondary Education 2022 pp. 98-135.

15
FORMATIVE FIELD KNOWLEDGE AND SCIENTIFIC THINKING7

Overview Starting from the investigation of the activities that

Classroom activities should help define the relationship with degradation and pollution in
scientific activity, focused on the development of the community of learners, is very
processes such as 'the construction of theories' and important that, in the teaching processes and
models (modeling), the collection and analysis of learning of the NNA, recognize activities
data from observations or that define school scientific activity,
experiments (inquiry), and the evaluation focused on the construction of theories and models, the
tests y construction of arguments collection and analysis of data from observations
(argumentation), where students participate and/or experimentation, the evaluation of tests and
in activities such as problem solving and constructing arguments in resolution
complexes that involve such processes for the problems of planet pollution
construction of knowledge scientific through sustainable alternatives to promote
connected to other disciplines. preventive measures or alternative solutions
for the health care of the community and the
environment.
This field contributes to the formation of a diagnosis of pollution, derived
citizenship that has knowledge of the different activities in families and
resolve a specific problem or explain the community, the children and adolescents will carry out activities in
what's happening a around you; participate in a class that will help you gain knowledge
democratically; generate and express scientific opinions, which will allow them to understand or explain it
own and make informed decisions based on what happens and promotes pollution in your
personal y social; y contribute to the community, to the environment, affecting the
sustainable transformation of the community. ecosystems of the planet, the risks to health of the
human being, and make informed decisions
that contribute to sustainable transformation
from their community, with the aim of preserving the
health and the environment.
Purposes The children and adolescents based on the analysis of the problem of
Understand and explain the processes and phenomena of environmental pollution in your community, and
natural in its relationship with the social based on the appropriation of knowledge
investigation; interpretation; experimentation; scientist of the subjects, have the opportunity
systematization; identification of regularities; to understand the actions of the human being, in their
modeling of process y phenomena; family, in the community and in the world that
argumentation; formulation and resolution of issues affecting the environment, and carrying out in the
problems; communication of findings; teaching and learning processes the inquiry
reasoning and formulation, comparison and with the purpose of identifying and interpreting the
exercising procedures and algorithms. practices that alter the environment, and start
with a culture of possible alternatives
sustainable efforts aimed at environmental protection

7
Study Plan for Preschool, Primary, and Secondary Education 2022 pp. 141-143. Progress of the Content of the Synthetic Program for phase 6. pp.
52-66.

16
 environment of their community, of the state, of the
Make free, responsible decisions for the planet and the well-being of the Earth community.
conscious oriented towards personal well-being, based on the acquisition of knowledge
familial and community related to the scientific care of children and adolescents, will become aware of the
of yes, of others and of the environment, a life actions of the people of their community and of the
healthy and the sustainable transformation of their world that are affecting the environment of
community. your community and the associated effects of the
global warming, to make decisions
responsible and aware in order to achieve a
sustainable transformation for well-being
personal, familiar, community, and of the planet
Specificities It is very necessary and important to strengthen and
It seeks to strengthen scientific thinking, to promote scientific thinking in the
understood as a way of reasoning that educates, since it is fundamental for the
it implies establishing coherent relationships for the development of reasoning of children and adolescents, with the
knowledge based on the development of objectives that establish arguments and
skills to inquire, interpret, argue coherent relationships of knowledge in the
and explain the environment. environmental pollution of its context
community-oriented and carry out feasible actions and
sustainable social development in order to
preserve the environment and the well-being of the
present and future generations of the community
planetarium.

FORMATIVE FIELD ETHICS, NATURE AND SOCIETY8

Overview It is very important that students

NNA take responsibility for the impact of their reflections and analyze the consequences of the
actions in the personal, social, and natural spheres, personal consumption practices of oneself and their family,
and contribute to the common good. your community and globally, as these alter
biodiversity, the cycles of the planet, the
global warming, health, etc., and through the
development scientific e intellectual that
hold accountable for taking actions as agents
to change in order to find solutions to the
social and environmental issues of their
community.
Purposes Derived from environmental pollution that is
Responsibility in the care and conservation of genera in the NNA community is necessary.
nature since all people are part of the teaching and learning process,
part of it and assume commitments to develop critical thinking and evaluate the
environmental impact, of sustainability for practices of consumption of goods and services that

8
Study Plan for Preschool, Primary, and Secondary Education 2022 pp. 143-145. Progress of the Content of the Synthetic Program of phase 6.
pg. 67-92.

17
 guarantee the right of all people and beings to thrive in their community y assuming it
living, in a healthy environment in the present and future. responsibility as a family change agent and
in their community, implementing actions of
collaboration, solidarity, and participation, part
generate alternatives with development values
sustainable.
Specificities The pollution generated in families and the
That they are able to develop a community consciousness among the children and adolescents is a consequence of the
historical, that establish ethical positions culture generated from the family, becoming
regarding their own actions and problems, it is necessary that from learning in the classrooms, they
current issues, such as environmental degradation, contribute to the development of critical thinking
global warming, scarcity y the one that allows him to position himself from the beginning
water pollution, climate change, ethics, with the aim of contributing to the
violence, injustice, and corruption, among others. practices of consumption of goods and services
through sustainable development alternatives
in environmental degradation, global warming,
the scarcity and pollution of water and climate change
climatic.

In the course of their basic education for both girls and boys
That adolescents commit to education, acquiring principles that allow them
defense, demand, and exercise of their rights and evaluate the impact generated by practices of
from other people, for the utilization and consumption of goods and services in the environment
sustainable from nature that contributes to the environment of their community, committing themselves
preserve life. assume a responsibility as an agent of
defense to find solutions for a development
sustainable from nature that contributes to
preserve planetary life.

FORMATIVE FIELD OF THE HUMAN AND THE COMMUNITY9

Overview It is very important for the NNA to reflect and understand.

The purpose is for adolescents to explore, that the different actions of consumption and well-being
Understand, reflect, and intervene, personal, family, and community matters affect your environment.
based on their possibilities, in the environment, and that through learning in the classrooms
prevention and attention to issues develop critical thinking, in order to
associated with healthy living, inclusion, and to be aware that those actions need to change
gender equality and interculturality to influence good personal, family, and community living
critique in immediate and future contexts; community.
at the same time they become aware that
their actions influence well-being.

9
Study Plan for Preschool, Primary, and Secondary Education 2022 pp. 145-147. Progress of the Content of the Synthetic Program of phase 6.
pg. 93-103.

18
 Purposes Meaningful learning is very important and necessary.
Experience the importance of caring for students in order to generate attitudes for
improve and preserve health, the environment experiment from their home of those acts of consumption
natural and social, as a responsibility and well-being that affect and do not affect the health of your family
individual and collective that presents itself before the community, and takes responsibility individually and
one life characterized for the collective to generate consumption actions to take care of
uncertainty. preserve personal, family, and community health, thus
such as caring for the environment.
Specificities The importance of children and adolescents building knowledge
Assessment and construction of scientific knowledge that allows them to value the impacts on
interventions that promote the environment, resulting from consumption actions and
participation, linking and collaboration for the well-being of families, the community and the individual,
in the family, school, and community, in order to promote participation and
satisfaction of human needs for collaboration among families and the community to incorporate
the contexts in which they are found, as well as practices that promote well-being decisions.
as the alternatives proposed for the needs of human beings in a sustainable way for
transformation and well-being, in the care and preservation of the planetary community.
sustainable.

ANALYSIS OF THE RELATIONSHIP BETWEEN THE PROBLEM AND THE SYNTHETIC PROGRAM AND PROCESSES OF
LEARNING DEVELOPMENT WITH THE FORMATIVE FIELDS OF THIRD GRADE AND CORRELATION
WITH FIRST AND SECOND DEGREE.10

Contents and processes of learning development of

Language Training Field
Learning development processes
Spanish Content 1st grade 2nd grade 3rd grade
Disclosure texts Identify the Analysis prepares a proposal
scientific. characteristics of the text characteristics of the text of disclosure
of scientific dissemination and of scientific dissemination, with the
elaborate one. scientific, to prepare participation of the
and to make known various school community,
oral scientific texts to promote the
or writings, that deal with knowledge of the
about a science topic.
personal interest o
collective.
Content English 1st grade 2nd grade 3rd grade
The use of language Investigates in texts in Elaborates Organize a campaign
English solutions to express argumentative English in in English about

10
Progress of the Contents of the Synthetic Program of phase 6. pg. 9-103.

19
implemented needs, interests about English about actions solutions a
and problems of the problems of a collective, what problems of the
community. community, and inform of possible community solutions.
oral or written way their problems of a
findings. community.
Arts Content 1st grade 2nd grade 3rd grade
The languages USA intentionally investigates Experiment proposals with
artistic in the forms, colors, collective artistic techniques and
expression of movements, sounds, environments rural and choose one that
problems of among other elements of urban to favor the implementation in a
community. the arts, to recreate inclusion, for a school project
a situation to present a creative stance, to imagine
problematic of your criticism about possible solutions to
context and manifest problem of the problems of the
a critical stance. community. community.

Contents and processes of learning development of

Field of Training Knowledge and Critical Thinking
Learning development processes
Content 1st grade
Biology
Warming represents the transfer of matter and energy between the organisms of a
global as an ecosystem through networks and trophic pyramids and explains the implications of the
consequence of loss or increase of organisms in the links.
the alteration of identifies competition and interdependence interactions in the local ecosystem
the cycles explain how they regulate operation and maintenance in the general dynamics
biogeochemicals of the ecosystem.
in analyze the consumption practices that have altered the biogeochemical cycles of
ecosystems. carbon and nitrogen, their effects associated with global warming and their impacts
in the environment and health.
Physics Content 2nd grade
The thought describes common problems of everyday life explaining how to proceed to
scientific, to seek a solution, knows and characterizes scientific thinking to propose
way of presenting and solving problems in school and its everyday life.
y Investigate in different sources of consultation the contributions of women and men.
problems and their role in the development of Physics and its contribution to scientific knowledge
incidence in technology at the national and international level to assess its influence on society
transformation actual.
of society.
Knowledge Analyze the characteristics of mechanical energy (kinetic and potential) and describe.
practices for cases where it is preserved.
Utilization relates to heat as a form of energy and describes the engines that operate.
of energies and with thermal energy, the effects of dissipated heat, the expelled gases, and assesses
sustainability. its effects on the atmosphere.

20
 Identify knowledge, practices, and artifacts about the utilization of the various
forms of renewable and non-renewable energy, their use and origin in their community
(solar, wind, hydraulic, geological, tidal, nuclear) and assess their benefits.
Conduct experiments that harness the energy of the sun either by considering
the properties of light (solar energy) or those of matter (convection).
Phenomena Formula hypotheses that relate human activity to the increase of
processes and temperature on the planet.
factors Difference between heat, radiation, and temperature when explaining the processes that
associates they originate the greenhouse effect.
climate change. Explain how the emission of certain gases contributes to the greenhouse effect.
Investigate phenomena that, in turn, give rise to weather phenomena.
extremes, such as extreme temperatures, and includes how it is that it does not
they are distributed evenly throughout the world.
Propose mitigation and adaptation measures aimed at caring for the environment.
environment and the common well-being, viable for its application in their school and
community.
Content 3rd grade
Chemistry
Presence Investigates problematic situations related to degradation and pollution
contaminants and in the community, linked to the use of chemical products and processes.
his/her concentration, Systematizes information from different sources of consultation, oral and written,
related to the concentration of contaminants (parts per million, -ppm-) in air,
degradation and water and soil.
pollution Design and carry out community projects with the intention of proposing measures
environmental in preventive or alternative solutions, feasible and sustainable for care of
community. health and the environment.
Properties of Distinguish the properties of acids and bases in their environment, based on indicators
acids and bases, and interpret the scale of acidity and basicity.
reactions Deduce the products of simple neutralization reactions, based on the
neutralization and Arrhenius model, through experimental activities.
model Design and carry out neutralization reactions in order to obtain useful products.
Arrhenius. in everyday life, as well as for waste treatment.
Evaluate the health and environmental benefits and risks of acids and bases.
various fields through critical thinking.
Identify oxidation-reduction reactions in your environment and understand their
oxidation-reduction importance in different areas.
(redox): Analyze the transfer of electrons between reactants and products in reactions of
identification of oxidation-reduction (redox), based on the change in oxidation number, from
number of experimental activities.
oxidation and evaluate the benefits and environmental costs of processes and products derived from the
oxidizing agents in redox reactions, through debates and arguing their stance in favor of
and reducers. sustainability.

21
 Content 1st grade 2nd grade 3rd grade
Mathematics
Obtaining Use tables, bar charts, and Collect, record, read Read, interpret y
representation of circles for the analysis of y communicate communicate information
information. information. information through any type of
histograms, graphic graphs.
polygons and line. (pollutants (parts
per million, -ppm-) in
air, water and soil

Contents and processes of learning development of

Ethics, Nature and Societies Educational Field
Learning development processes
Geography Content 1st grade
The processes Compare productive processes and economic spaces in Mexico and the
productive y their world, in order to recognize its social, economic and
consequences environmental.
environmental and social Analyze and relate different substantive production processes in the
in the community, social, economic, and spatial composition of societies worldwide,
Mexico and the world. to identify their contradictions and inequalities.
The practices Understand what sustainability is and identify production practices,
sustainable production, distribution, and consumption.
and sustainable consumption Argues about sustainable practices of production, distribution and
as alternatives for consumption that can contribute to the wellbeing of the community and Mexico.
Preserve the environment. Propose sustainable alternatives for social development for preservation.
environment and ensure the environment and the well-being of present and future generations.
well-being of the
present generations
and future.
The social challenges and recognizes how social and environmental issues affect the
environmental in the community.
community, in Mexico and assume responsibility as a change agent to find solutions to
the world. the social and environmental issues of the community.
The challenge of change recognizes the relationships and interactions between elements and factors.
climatic. the climate as a basis for understanding, in general, the distribution of
the natural regions on Earth, and analyze the biodiversity in the world.
Investigate and critically analyze the changes that have occurred in the climate, their
causes and consequences in Mexico and the world.
Take a critical and active stance towards the phenomena arising from
global warming and climate change.
Training Content 1st grade 2nd grade 3rd grade
Civic and Ethical
Ethical principles such as Reflect ethically Evaluate the contribution Implement actions
reference for a discussion about the relationship between ethics in the collaboration
sustainable development. the communities with their practices of reciprocity,

22
 socio-natural production context solidarity y of
to promote distribution and consumption actions equal participation
that promote the goods and services, as values for a
sustainable development. for generate sustainable development.
alternatives of
development
sustainable.

Contents and learning development processes of

Field of Human and Community Formation
Learning development processes
Technology Contents 1st grade 2nd grade 3rd grade
Uses and implications of Understand the function Explore the main Analyze various sources
the energy in the energy sources in energy in the
technical processes. technical systems and their technical processes technical processes for
implications for its optimal use, as well as considering possible
technological development such as sustainable alternatives
for the prevention of their operation.
decisions risks personal
responsible, that are social and natural.
allow to foresee y
decrease risks
personal, social and
natural.
Technical processes. Describe los elementos Analiza los diferentes Propone e implementa
that interact in the systems technicians: possible
systems craft technicians entrepreneurships
(forms of industrial and artisanal or industrial
organization, media, automated for for to attend a
materials energy, recognize its problematics local
knowledge, characteristics and considering the
knowledge, experiences) processes, as well as elements of the system
to understand your link with the technician, from a
link with society, science, society, the sustainable perspective.
the culture y the culture, the economy and
nature. nature.
System evaluation includes the Analysis Participates in the evaluation
technological. importance of the internal and external implications of
evaluation of processes, products, or technological systems
processes as part of services in the for improve your
of innovation and nature y efficiency effectiveness
continuous improvement, for society, for reliability and feasibility
the achievement of efficiency, developing systems from an approach
effectiveness, reliability, and sustainable techniques. sustainable.

23
 feasibility of the
technical systems.
Tutoring Contents / 1st grade 2nd grade 3rd grade
Education
Socioemotional
Reflect on the Incorporates practices that Participate in the Reflection about the
conditions of the incident in the construction of contextual conditions
family context and prevention of alternatives familiar and community
community what personal and family risk situations that represent
they represent situations before accidents, and community, that situations of risk to the
of health risk, addictions, violence and promote health, to security and to
security and environmental natural phenomena, prevention for the environment
environment for the for favor self-care risk situations y the
self-care y the development personal, before accidents, collective well-being.
collective well-being. familial and community, addictions, violence and
as well as the care of natural phenomena,
environment. to achieve the good
common.
Education Contents 1st grade 2nd grade 3rd grade
Física
Active lifestyles and Implement actions Reflect on Design alternatives that
healthy. that they allow the factors that promote the practice of
staying affects the practice of active lifestyles and
physically active in systematic health practices, starting from the
different moments of physical activity, for analysis of
of the day, to promote proposing actions that behaviors that
the practice of styles that contribute they endanger health,
healthy life. modify them or to face
eliminate them. problems associated with
sedentary lifestyle.

24
THIRD PLAN CO-DESIGN

Local content is not considered, because it is provided to solve the problem in the
Synthetic Program allows addressing the issue.

The attention to the issue of environmental pollution can be approached with methodologies.
sociocritical perspectives according to the formative fields involved, with the contents and the processes of
third grade learning development of the synthetic program, which are the following:

Training Field PROPOSED METHODOLOGY

Languages (Spanish, English, and Arts) Project-Based Community Learning.
Knowledge and Critical Thinking (Mathematics, Inquiry-based learning. STEAM as
Biology, Physics, and Chemistry approach
Ethics, Nature, and Society (Geography, Problem-Based Learning
Civic and Ethical Education
Of the Human and the Community (Technology, Service Learning
Tutoring and Socioemotional Education

After collectively analyzing the issues, the community context, and the areas of opportunity, the
teachers of the Malintzi Technical Secondary School chose to undertake the project that involves
educational institution, using as a strategy "Inquiry-based learning. STEAM as
approach11(Science, Technology, Engineering, Arts and Mathematics), since to address the issue
requires an interdisciplinary, transdisciplinary approach to provide explanations from the sciences and the
knowledge of the communities.

Didactic plan12.

The teaching staff according to the conditions of their school group and, if applicable, in coordination
with other teachers of the same phase:
a. It will structure its teaching planning to carry out in not very long periods of time and,
By doing so, provide better tracking of learning development processes.
b. You will ensure in your sequence of activities that the problem-situation is linked to the content
analyzed and those of co-design, attending to the succession and graduality. It will be necessary to remember the profile
of the students to reinforce some content (especially in reading and writing or
(mathematics), you will be able to do it by indicating the time you will dedicate to it and how you plan to.
articulate with the selected project.
c. It will establish the activities it will work on with its students, in order to organize them
agreement with a degree of difficulty that allows them to carry out their developmental processes
learning and attending to the project strategy, problem-based work, or whatever may be
decided in the analytical program.

11
Methodological suggestions for the development of educational projects p. 69.

12
Progress of the content for the teacher's book. Creative design, pg. 31, 32

25
 d. It will anticipate the forecast of materials (textbooks, interviews with family members, members of the
community, short videos, etcetera) that allow him to fulfill the tasks that the project
request.
e. It will seek to ensure that there is collaborative work among its students in order to
to advance in the path of forming responsible individuals who can coexist with those around them.
f. It will establish a way to apply formative assessment, always in an environment
collaborative and self-reflective by the student of their achievements, difficulties, and pending matters
for development; at the same time, he will think about some deliverables that the students must
offer, which will be the basis of your grading. Without confusing the evaluation activities
formative, of the deliverables for grading. These may be assignments, plenary presentations.
of the project progress, progress in their notebooks, drawings, interviews, wall newspapers,
among others; everything that allows to objectify in some way the learning of NN.

FOURTH: DIDACTIC PLAN

PROJECT:

Various actions of students and families impact environmental pollution:

propose measures of control and human action, to not alter or modify the environment and manage
sustainably the natural resources, both renewable and non-renewable, with the generation and establishment
of appropriate models of use to avoid the degradation of the environment.

Formative fields: Languages, Knowledge and Scientific Thinking, Of the Human and the Community.
Synthetic Program Content
Subject Content Learning development processes 3rd grade
Chemistry Presence Investigate problematic situations related to degradation
contaminants y water and pollution in the community, related to the use of
concentration chemical products and processes.
related with Systematizes information from different oral sources.
degradation y and written, about the concentration of pollutants (parts per
environmental pollution million, -ppm-) in air, water, and soil.
in the community. Design and carry out community projects with the intention of
propose preventive measures or feasible alternative solutions
and sustainable for the care of health and the environment.
Technology Uses and implications of analyzing various energy sources in technical processes for
energy in the processes consider possible sustainable alternatives in their
technicians. operation.
Arts Artistic languages in Experiment with artistic techniques and choose one to implement in
the expression of problems a creative school project, to imagine possible solutions to
from the community. community issues.
Mathematics Acquisition y Read, interpret, and communicate information of any kind
representation of graphics. (pollutants (parts per million, -ppm-) in air, water and
information. soil

26
General objective: Identify the human actions that impact environmental pollution.
environment, to propose models for the sustainable use of resources
renewable and non-renewable natural resources, in order to prevent environmental degradation
environment.
Objective
Specific 1
Objective
Specific 2
Objective
Specific 3
Objective
Specific 4

Phase 1. Learning cycles Duration: Set the days and number of sessions.
for education in STEAM.
Introduction to the topic. Activities:
Use of prior knowledge ✤ The topic is introduced (environmental pollution).
on the topic to be developed. ✤ Previous knowledge about the topic to be developed is used.
Identification of the (environmental pollution) to generate dissonance due to the
problematic. different ideas that may arise and direct them to learn more.
✤ The general problem to investigate is identified (pollution of
environment) and the establishment of specific questions that
they will guide the inquiry. Such problems must be social
linked with the community.
Fase [Link] de aprendizaje Duración:Establecer los días y número de sesiones.
for education in STEAM.
Research design. Activities:
Development of inquiry. ✤ It is agreed for each specific question of the inquiry:
(environmental pollution). What is going to be done in response to each
pregunta de indagación?, ¿quién o quiénes lo realizará(n)?, ¿cómo?,
¿cuándo?, ¿dónde?, ¿para qué?, ¿con qué?
✤ The investigation is carried out in the classroom, so that it is answered
each of the specific questions of the inquiry (pollution
of the environment), and an initial explanation is generated from the
data or information collected, considering:
Describe.
Compare.
Identify changes and stability.
Identify patterns or regularities.
Explanations.
Other aspects deemed necessary.
Phase 3. Learning cycles Duration: Set the days and number of sessions.
for education in STEAM.

27
 Organize and structure the Activities:
answers to the questions ✤ Conclusions related to the issues are established.
specific inquiry. general (environmental pollution). Specifically:
Data is analyzed, organized, and interpreted.
Ideas are synthesized.
Concepts and explanations are clarified.
Phase 4. Learning cycles Duration: Set the days and number of sessions.
for education in STEAM.
Presentation of the results Activities:
of inquiry. ✤ The results of the investigation are presented (pollution of
Application. environment.
✤ Action proposals are being developed to solve the problem.
general identified (environmental pollution), in the
as far as possible.
Phase 5. Learning cycles Duration: Establish the days and number of sessions.
for education in STEAM.
Metacognition. Activities:
✤ One reflects on everything that has been done (pollution of the environment
environment): the work plans, the personal actions or
group, the procedures and instruments, the achievements, the
difficulties and failures.
Resources List the necessary or additional resources to carry out the project.
Observations To comply with a qualitative process, make the annotations
durante el proceso del proyecto
Evaluation To have qualitative data, create a rubric.

Additional considerations For the development of a technological object or instrument, it is suggested to define
the phase or phases in which the Engineering Design Process will be developed and applied, as suggested by the Vision
STEAM for Mexico, which consists of:
✤ Prototype design.
✤ Creation of the prototype.
✤ Prototype testing and evaluation.
✤ Improvement of the prototype, if applicable.
✤ Other aspects that are considered necessary.
Methodological suggestions for the development of educational projects pp. 69-73.

28
PEDAGOGICAL TECHNICAL GLOSSARY
SITUATED LEARNING Situated learning is understood as a process of apprehension of the
reality, through which new knowledge is actively integrated into the specific context
where that knowledge should be applied (Lave and Wenger, 1991; Benavides, Madrigal and Quiroz, 2009).
What is situated learning according to Piaget? Situated Learning is a paradigm that establishes that the
knowledge is the product of the activity, the context, and the culture in which it develops. It is related to the
reality. Take up the context of the learner. Promote meaningful and relevant tasks. April 27, 2016
What is the concept of situated learning? Situated learning is understood as a process of
apprehension of reality, through which new knowledge is actively integrated into the
specific context where that knowledge must be applied.
What is situated learning SEP? Situated learning is a methodology that aims to unite the
education with reality, as it allows the student to grasp this reality in their environment to
understand y to assert suspicious knowledge. Source electronics
[Link]

FORMATIVE FIELDS. The formative fields allow us to identify which aspects of development and
learning focuses (language, mathematical thinking, natural and social world, etc.) and
they constitute the foundations of more formal and specific learning that the students will be in
conditions of building as they progress in their school journey, and that are related to the disciplines
how work is organized in primary and secondary education. Education Study Plan
Preschool, Primary and Secondary 2022 pp. 139-141.

CODESIGN What codesign proposes is to address the regional, local, and contextual nature, the situation of the
teaching-learning processes where NNA are located, but also teachers.
In that sense, the co-design, then contemplates that the teaching collective of each school deliberates,
build. propose, reflect on the contents and methodologies that will be necessary to carry out
what we call the Analytical Programs. (Co-design video by Rosa María Torres, Workshop)
Intensive continued training for teachers.). The process precisely of co-design, which is going to
allowing you to finalize the Analytical Program is nothing more than a process of appropriation,
interpretation, articulation and contextualization that you will do of these synthetic programs, in
Where are these national contents? Let's say the difference from what we have been doing.
So far, we are going to precisely contextualize these national contents and we are going to
also incorporate some content by school precisely in the context in which it is located
school and in the characteristics of its students and the environment in which we are working, and this is going to
to result in the Analytical Program. Video Analytical Programs Xóchitl L Moreno F., Workshop
Intensive training program for teachers.

ARTICULATING AXES. The articulating axes are points of convergence between the teacher's didactics and the
teacher with the knowledge of the daily lives of students, which requires them to put into play
different teaching situations that relate their interests to the core content
that can grant it a personal, truly meaningful significance. Likewise, the Plan indicates that
These seven articulating axes cross the curriculum of preschool, primary, and secondary education. Plan
from Study of Preschool, Primary, and Secondary Education 2022 pp. 98-135.

29
INTERDISCIPLINARY APPROACH The ability to synthesize and integrate knowledge and methods of
different disciplines to a specific problem. Transdisciplinary approach: Tries to break boundaries
disciplinary and articulate sciences and knowledge in order to solve the problems of society from a
more comprehensive and participatory manner.

CO-DESIGN PLAN. This outline of the analytical program refers to the possible incorporation of content.
that are not included in the synthetic programs and given the results of the reading of the
reality (level one), its approach may be necessary. The contents of co-design are not necessarily
problems to contextualize in their articulation with the national contents, but refer to
specific needs of schools. Progress of the content for the teacher's book. Creative design, pg. 30

CONTEXUALIZATION PLAN. This plan of the analytical program refers to the treatment of the
synthetic programs to implement in different degrees/phases. It resumes the reading plan
from reality to outline the horizon of action, that is, the purposes of the school year in each group
school, grade, phase, and school. The next input for contextualization is to identify the strategy or
the national strategies that the school must resort to for the treatment of the contents of
learning. Progress of the content for the teacher's book. Creative design, p. 28

CLOSE-UP. Analysis of the socio-educational context of the school. This section of the analytical program
it refers to the reading of the reality school-community-region-country-world that the collective develops
teacher. By reading reality, we understand the exercise of problematizing the conditions
educational materials from the school. Progress of the content for the teacher's book. Creative design page 26

ANALYTICAL PROGRAM is a simple working document that is prepared, analyzed, and evaluated during the
school cycle in technical council sessions, or in the academies for the case of secondary education, in addition to
the spaces for teacher training. Progress of the content for the teacher's book. The creative design, p.
25

FEATURES OF THE GRADUATE PROFILE. The Graduate Profile is the set of learnings, attitudes, and values that
will be part of your personality when you finish basic education; that is, the
the formation of your profile begins from preschool education, continues during primary education and
concludes with secondary education. Study Program for Preschool, Primary, and Secondary Education
2022 pg. 95-98.

Transdisciplinarity is an integrative research strategy that seeks understanding of

new knowledge from the dialogue between two or more disciplines. It is an approach that understands
a la realidad como un todo y la analiza desde esa perspectiva completa, en vez de abordar por separado
each of the different parts that compose it. In this way, its vision is cross-cutting and goes beyond
of the specialties that make it up, seeking to achieve a unity of knowledge. The
Transdisciplinarity is distinguished from the term 'multidisciplinary', used in cases where a discipline
enriches the knowledge of another, in which the contribution of each of them is made from a common space.
Source:Transdisciplinariedad: concepto, aplicación y ejemplos ([Link])

30