Los modelos pedagógicos del Consejo Nacional de Fomento Educativo (1976-2025). Emergencia, utopía e innovación educativas

In Mexico, since 1971, the National Council for Educational Development has been responsible for providing basic education in small and remote communities with the aim of ensuring access to and continuity in the learning processes. This research aims to review the curriculum design and development of the two pedagogical models that have been implemented for nearly 50 years, describe their distinctive elements, and compare their effectiveness in responding to the requirements of multi-grade and multi-level schools. The study is exploratory in nature, as it deals with a topic with few references in the specialized literature and aims to challenge public policies regarding rural education. Among the findings are the Council's educational renewal efforts, the flexibility in curricular adaptations, the directive nature of both proposals, the reliance on materials, and teacher training as short-term training. However, the normalization of any compensatory action is incompatible with accountability, in terms of enrollment, dropout rates, graduation efficiency, or learning outcomes. For this reason, the ability to guarantee service continuity and the social commitment of community instructors, leaders, or educators, rather than innovative teaching strategies or resources, are the main strengths in addressing educational inequality and inequity.