La NEM y la Práctica Docente: Una Brecha Entre el Discurso y la Realidad

The New Mexican School (NEM) presents a proposal for the structural and philosophical transformation of the Mexican Education System, oriented in a humanistic and inclusive manner with respect to the country's social, cultural, and economic conditions. However, its implementation has revealed a marked gap between the normative discourse and the reality of teaching practice. The purpose of this article is to analyze and reflect critically on the contrasts between the postulates of the NEM, specifically the 2022 Curriculum, and its implementation in basic education teaching practice, identifying the main factors involved in its implementation, considering specific elements such as teacher training and professional development, professional autonomy, institutional conditions, infrastructure, inclusive education, and technological gaps. The results show that, while the NEM proposes ethical and pedagogical principles centered on equity, inclusion, community participation, and holistic education, teachers face numerous challenges in its effective implementation. Among them are insufficient situated training, lack of material and technological resources, difficulty in inter-institutional collaborative work, as well as the complexity of curriculum co-design and the appropriation of professional autonomy, which can lead to unequal and fragmented practices.