EDUCATIONAL MODEL PROPOSAL

"Educate for life, towards a human and transcendent society"

Education is the most fascinating and difficult adventure in life; constitutes a

process that is nourished by the encounter of two liberties: the openness of the
student and the generous attitude of the teacher willing to realize himself, inside
and outside the classroom. This process education involves a series of personal
and institutional interrelationships of much complexity that involves the whole
society.
We are convinced that educational work is something more than the transfer of
knowledge: includes the assimilation of values in a stable way by the person and a
determined orientation towards freedom with responsibility that allows that the
student prefers the truth over the error. This task occurs both in school as in the
family, in the State, in civil organizations, in each law corresponding, as well as in
public policies.
Civil Society Organizations and Educational Institutions of different levels,
we work to promote Educational Quality in our country and aware of the
importance of specifying a Model Educational that strengthens the formation
and preparation of generations current and future, we have taken the best of
the different currents educational to build a proposal, under the following
bases:

1.- An integral education for life, where the person is the axis and foundation of
educational action, training it in the responsible use of freedom, justice, solidarity,
the search for truth and meaning transcendent of his life, to promote the value of
identity and culture.

The development of the person as the foundation of educational quality

Education is the creative experiential activity of the person by and for the person as
a social entity; is the interpersonal art of shaping the human, the spiritual, and the
of man, through presence, accompaniment and guidance. Do purpose is the
existential development of man, in his being and in his doing.

Educational activity fulfills its purpose by keeping human development active in a

constant updating of their potentialities and the exercise of their qualities, habits
and virtues for the benefit of his person, responsible and committed to a fair and
supportive community coexistence.

Educational quality is a quality of education, which is characterized by being the

human activity that forms the personality of man, centered on the characteristics of
the activity that promotes, guides and motivates the growth of the person
integrated into society with freedom of decision and action; and with security to be
recognized as equal due to their dignity as a person, with openness to differences
cultural, with awareness of their actions and their consequences, with the
responsibility of their doing and their duties towards the other in social solidarity.

Quality is achieved when the educational activity reaches a higher degree of

development ofthe person, by updating human potential in an integral, harmonious
and balanced way, making her more competent to live more fully her personal,
social and community professional.

Education meets the highest quality indicators when the activity education
facilitates the development of a person's identity, by achieving a well-formed self-
esteem that allows you to value yourself and discover yourself as a unique and
unrepeatable being, needy and committed to collaborating to solve the problems of
the society in which they live, with differences in personality, learning and beliefs;
seeking to achieve equity in obtaining assets, exceeding the homogenization
schemes that ignore the differences of individuals and of cultures.

The quality of education reaches its highest level when the activity of the person
favors positive transcendence by promoting the development of the potential of
their beings close friends and by influencing the common good of their community
and having repercussions on the good of the humanity.

2.- A dynamic educational method, of teacher-student interrelation, that

cultivates the thought and form habits for life, according to social needs.

By virtue of the constitutional reform, carried out in February 2013, to article 3 that
supports the educational work of the country, education must be of quality. That's
why it's necessary to have a pedagogical model that adjusts the pedagogical reality
and respond to the historical need of our current society.

Said pedagogical model must have as its objective the happiness of man, his
education for full life, its harmonious integration into the social context from a
personal and creative perspective. Characterized by a humanistic climate,
democratic, scientific, dialogue, productive, participative, alternative, reflective,
critical, tolerant and in search of individual, local, national and universal of man

We propose a pedagogical model:

a) That has at its center the individual, the integral development of his personality
and recognition of different learning styles.
b) Where the student has the leading role under the guidance and guidance of the
teacher.

c) Whose contents lead to learning and training in knowledge, skills and abilities to
conduct oneself with efficiency and dignity in order to act consciously and critically
in decision-making, in a context ever-changing globalized

d) Aimed at the unity of the affective and the cognitive, in which the formation of
values, feelings and modes of behavior take precedence and reflect the humanistic
character of this model.

e) That prepares the individual for life, in a process of integration of what personal
and social, of building their life project within the framework of social project.

f) Open, that respects the personality of the individual, regardless of their

socioeconomic and cultural origin, of their innate individual capacities or acquired,
to obtain the same opportunities in any context education, thus contributing to
forging just societies and equitable.

3.- Teachers prepared from normal schools and other institutions, with a
profile academic training that trains students in values, performance and
compliance of their responsibilities, with a sense of life and for life.

Improving educational quality is a priority. Mexico needs to develop a long-term

educational strategy to ensure a higher level of skills and knowledge, which
facilitates economic growth and better living conditions for all mexicans

As part of this strategy, it is necessary to build a solid education project, training,

development, evaluation and monitoring of teachers, managers, supervisors and
each one of the actors of the national education system.

This project must include:

a) A selection procedure for students applying for admission to the Degrees in

Education, Pedagogy, etc. take into account the skills and skills related to the
profile sought.

b) An in-depth review and curricular modification of the programs of the Bachelors

in Education.

c) Establish contests to obtain places in the educational system applied

accordingly. a transparent, fair and seeking way to choose the best elements.
d) A continuous professional improvement program that includes teachers both
official and private schools.

e) A consistent, well-regulated teacher evaluation system with standards clear and

that culminates with incentives to the best teachers or with support for the teachers
who need it, both in official and private schools.

f) A scheme for training, development, monitoring and evaluation of executives

both official and private schools.

g) Specialized guidance, for those teachers who care for students with special
educational needs, with the support of the Directors and the Educational Authority,
to facilitate the fulfillment of their teaching work.

The curricular theme constitutes one of the current scientific problems of

greaterimpact on educational practice. Mastering this topic is of interest not only to
those who elaborate, from any of the criteria and levels of elaboration,
thecurriculum, but also, and in a very special way, for those who execute it –
teachers and students - and actively participate in their evaluation.

We propose that the curriculum within the educational model be:

 Systematized, in such a way that it is carried out through a structured series and
orderly content and learning experiences in order to produce significant learning
that translates into ways of thinking, feel, value and act in the face of the complex
problems that life poses social.

 Global, flexible and congruent in terms of variety of subjects, number of contents

and scheduled time.

 Comprehensive, which allows it to be systematically redesigned based on the

development social, science progress and student needs.

 Bearer of bases and general principles, which may be taken up by institutions

and teachers as a guiding framework for practice school.

4.- Students who acquire and develop physical, intellectual, affective,

technological and artistic, for their social coexistence, with values and self-
awareness, promoters of a solidarity, fraternal and peace society.