La reforma educativa inclusiva en México Análisis de sus textos de política

Abstract

This article analyzes the inclusive education policy texts promoted by the current Mexican government (2018-2024). It addresses, from the perspective of Stephen Ball's theoretical approaches on policies, what demands does the inclusive education policy impose on teachers at indigenous primary schools? And what are the pedagogical guidelines that it provides for teachers to do their work at school and in the classroom? The quantitative analysis evidences the co-responsibility for the fulfillment of the actions, and that most of it this responsibility lies in the federation and the school, so the state level is blurred. The qualitative analysis shows insufficient articulation between the policy texts, and we conclude that the demands placed on basic education teachers are greater than the guidelines or orientations they have at their disposal to implement the inclusive education policy