Dra. Ysabel Camacho subdirectora - Desarrollo e Innovación de Materiales Educativos (P. críticas)

Alex Duve Material para Docentes・2 minutes read

Dr. Isabel Camacho is well-respected for her understanding of critical aspects of the new Mexican school, challenging Eurocentric education. The text emphasizes the importance of educational praxis, problematization, and transformative education in fostering critical thinking and empowering students towards meaningful learning and change.

Insights

The new Mexican school challenges Eurocentric education by emphasizing diversification and professional autonomy, aiming to build Mexican pedagogy distinct from dominant ideologies.
Transitioning from teaching to educational praxis is crucial for teachers to develop their own pedagogy, moving beyond traditional methods to foster critical thinking and transformative education.

Get key ideas from YouTube videos. It’s free

Recent questions

What is the focus of the new Mexican school's critical perspective?
Diversification and professional autonomy.
How did teachers in Baja California explore education?
By rejecting neoliberalism.
What is the fourth Latin American educational paradigm rooted in?
The critical paradigm.
How is educational praxis different from teaching practice?
It involves developing pedagogy and autonomy.
What is the significance of problematization in education?
It leads to meaningful learning experiences.

Related videos

Summary

00:00

"Mexican School Challenges Eurocentric Education Ideology"

Dr. Isabel Camacho, deputy director of development and innovation of educational materials at SEP, is highly regarded for her understanding of the new Mexican school's critical aspects.
Critical theory's evolution in America, influenced by the Frankfurt School, led to diverse critical pedagogies in North and South America, including Mexico.
The fourth Latin American educational paradigm, rooted in the critical paradigm, emphasizes diversification and professional autonomy.
The dominance of a Eurocentric vision in education is challenged by the new Mexican school's critical perspective, aiming to build Mexican pedagogy and professional autonomy.
In Baja California, teachers explored building their own education, rejecting neoliberalism, and faced challenges like reliance on textbooks and the study program's instrumental rationality.
Teachers' training in specialized didactics and integrative methods lacked consideration of social, cultural, economic, and political contradictions.
The exploration in Baja California highlighted essential elements for school technical councils to consider in building Mexican pedagogy and professional autonomy.
The critical vision of the new Mexican school aims to challenge the dominant ideology in education through diversification and professional autonomy.
The fourth Latin American educational paradigm emphasizes building Mexican pedagogy and professional autonomy, diverging from Eurocentric influences.
The evolution of educational paradigms, from behaviorism to constructivism to the competency-based approach, reflects changing educational ideologies and practices.

20:47

"Neoliberalism's Impact on Education: A Critical Analysis"

The teacher considered himself apolitical, but education is inherently ideological and political, not free of such influences.
The teacher's pedagogy was institutional, detached from students' daily lives and reality, focusing on principles rather than practical relevance.
Excessive extracurricular activities and homework were used to cover a broad curriculum, leading to a privatization of education.
Supervisors focused on monitoring rather than broader vision, clinging to old pedagogies even with the rise of neoliberalism.
Neoliberalism emphasized direct factors on learning over associated factors, like the teacher-student relationship or students' life conditions.
Efficiency in education was measured by controlling variables like student distraction, word count per minute, and time management.
Supervisors enforced neoliberal theses, coercing pedagogy and didactics to align with efficiency and direct factors on learning.
Schools were ritualistic, resembling isolated cells with traditional practices like bell schedules, rows, and expository classes.
Academic excellence was rewarded based on memory, promoting class division and hindering critical pedagogy.
Transitioning from teaching practice to educational praxis is crucial for teachers to develop their own pedagogy and autonomy, moving beyond Eurocentric concepts and embracing pedagogical knowledge in action.

39:43

"Problematization in Education: Transformative Teaching Practices"

The text discusses the importance of educational praxis, emphasizing the need for teachers to go beyond mere teaching and actively engage in educating students.
It highlights the significance of understanding terms like "appearance" and "other age" in the context of educational practices, suggesting a deeper level of comprehension is required.
The text delves into the concept of successful experiences and the sharing of knowledge among teachers, cautioning against superficial sharing and emphasizing the need for genuine service and understanding.
It explores the idea of "problematization" as a crucial aspect of reading reality and educational projects, stressing the need to question established truths and transform knowledge.
The text emphasizes the importance of critical generating topics in educational projects, suggesting that questioning stereotypes and challenging assumptions can lead to meaningful learning and change.
It discusses the role of problematizing in generating new knowledge and proposing alternatives to transform daily life, highlighting the need for deep emotional engagement and volitional capacity in the learning process.
The text contrasts constructivism with problematization, indicating that the latter goes beyond mere knowledge acquisition to provoke deep reflection and inspire change in habits and behaviors.
It provides examples of problematizing objects and situations in the classroom to stimulate critical thinking and encourage students to question the status quo.
The text underscores the transformative potential of problematization in education, suggesting that it can lead to meaningful learning experiences and empower individuals to challenge existing norms and practices.
It concludes by advocating for a pedagogical approach that goes beyond traditional learning methods to foster critical thinking, emotional engagement, and a willingness to enact change in students.

58:58

"Indignation Sparks Critical Thinking in Projects"

Transformation in drug addiction requires reaching a point of indignation to trigger critical thinking.
Pedagogical alexithymia, lack of interest in applying learned knowledge, hinders transformative education.
Projects with a critical approach aim to provoke indignation to foster critical thinking.
Emphasizing indignation in projects is crucial for developing critical vision and avoiding oppressive behaviors.
Learning is a result of project-based problematization, not a precursor to it.
Deliberative dialogue explores everyday life beliefs, traditions, and myths to enrich project content.
Cultural negotiation agreements in projects promote diversity recognition and consensus building.
Interventions in projects involve taking action based on negotiated plans and problematization.
Projects are not rigid recipes but flexible frameworks guided by pedagogical knowledge and critical thinking.
Project development involves sequential phases of exploration, negotiation, and intervention, each crucial for transformative education.

01:17:31

Fostering Critical Thinking Through Deliberative Dialogue

Intervention plan is created from uncertainty to lead students to what they don't know, promoting critical thinking and transformation.
Formative evaluation from a critical paradigm focuses on human capabilities, not knowledge or content.
Prior knowledge should be explored from what students don't know, emerging in deliberative dialogue to lead to uncertainty and learning from mistakes.
Deliberative dialogue helps in detecting what students don't know and leads them to uncertainty, emphasizing the importance of learning from not knowing.
Inclusive learning of different knowledge leads to building a community, moving away from fragmented teams and generating knowledge collectively.
Teachers should recognize and bring subjugated knowledge to light to emerge from institutional pedagogical oppression, asserting professional autonomy to build their own pedagogy and didactics.
Critical vision is essential for projects to help students build themselves as better citizens for the future.
Continuous learning and sharing experiences with teachers is crucial for developing the didactics and pedagogy of the Mexican school.

Try it yourself — It’s free.