Abstract:

The new Mexican educational model called "New Mexican School", considers training citizens to live and coexist in a democratic society through the recognition and right to be well in all areas of the human being. Likewise, it considers it important to develop cognitive skills that allow the student to apply disciplinary knowledge to the solution of problems in a context of their community, based on an education for peace. Also, you want to place the teacher as an agent of change for social transformation and, with academic freedom that ensures the comprehensive education of students. Independence in instruction requires trained teachers to address the contents of the study programs through learning activities that link scientific knowledge with their cultural knowledge. On the other hand, in recent decades the focus on Science, Technology, Engineering and Mathematics (STEM) has been seen as an educational alternative to attend from school to the needs of economic development and social problems that the world faces. This paper analyzes the relevance of articulating the STEM approach with the training fields of the study plans, which are language, knowledge and scientific thought, ethics, nature and society, and the human and the community. The conceptualization of transversality and sustainability during the teaching-learning process are integrated into the reflection.A qualitative research has been carried out, making a descriptive analysis of the Mexican model, and a triangulation of the data with an interview applied to 800 teachers about their perception of "the new Mexican school" and the STEM approach. The results show that it is feasible to apply teaching-learning activities based on STEM education, within the model, but teacher training is required, in a first phase, to develop teaching skills that lead the teaching-learning process according to this approach. teaching. A resistance to change to a new educational model is identified, but at the same time they show interest in adapting the instruction to this approach. With this, we work on a teacher training program for its future implementation.

Keywords:

STEM, transversality, curriculum, educational model, sustainability.