reforma preescolar

*Curriculum Reform in Mexico: Kindergarten Teachers’ Challenges and Dilemmas
Edith J. Cisneros-Cohernour, Robert P. Moreno, & Astrid A. Cisneros
Abstract
This paper examines some of the chal-lenges and dilemmas faced by kinder-garten teachers in Mexico as a result of recent curriculum reform. Influenced by the United States, the new curriculum emphasizes the development of aca- demic skillsand stresses the values of individualism and assertiveness. In addition, there is increasing pressure for “accountability.” As a result of these changes, teachers are faced with the dilemma of administering a curricu- lum that emphasizes values that are in some respect opposite to the cultural traditions of Mexican families, with vir- tually no resources to support the ef- fort. The kindergartenteachers partici- pating in the study discuss their con- cerns regarding the conflicts between school and home, the lack of coordina- tion among levels of education, and the change from a constructivist teaching approach to an outcomes-based ap- proach.
In 1990, the Mexican Department of Education initiated an extensive evaluation of the national K-9 education program that led to the creation of anew curriculum. Implemented in March 1993, the new policy stressed the need to increase student retention, innovation, the develop- ment of children’s academic skills, and the creation of national standards (Colosio, 1990; Beltran-Vera, 1990; Carranza, 1990). In addition, it attempts to decentralize education, modernize the distribution of educa- tional functions, and encourages bettercollaboration between schools and families (Colosio, 1990). The policy also proposes to increase the national investment in education and make education responsive to the needs of the indigenous population (Carranza, 1990). As a result of the reform, all Mexican children must complete a year of kindergarten, six years of elementary school, and three years of middle school. To our knowledge, no study has beenconducted examining the connection between kinder- garten and elementary education in Mexico. In this paper, we describe the findings of a preliminary study on the dilemmas faced by kindergarten teachers and school administrators facing the new educational reform. The main questions addressed by the study were:
· What are the characteristics of kindergarten education?
· Howis kindergarten taught?
· What are the dilemmas faced by kindergarten teachers in relation to the new educational reform?
· Are current political changes influencing in any way what happens in the schools? In what ways?
Methods
A qualitative approach was used to explore issues and dilemmas faced by different stakeholders regarding the implementation of the new K-9 curriculum. The data werecollected over an 8-week period. The data consisted of semi-structured and open-ended interviews, focus-group interviews, and document analysis. Data analysis was organized around the main questions of the study (Stake, 1995).
The study was conducted in urban schools in southeast Mexico. The criterion for selecting schools focused on “What schools would help us to understand how well the newcurriculum satisfies the needs of the different constituencies in a local community?” rather than “What schools represented the totality of the school types in the area?” Since the Mexican curriculum is highly centralized, this study in the southeast strongly reflects the curriculum being implemented in the schools of other Mexican states.
Participants were selected based on their willingness tocollaborate in the study and their accessibility. The participants included the head of kindergarten educa- tion, school administrators, and kindergarten teachers. To validate our findings, we allowed participants to review the quotes and descriptions. We also used multiple data sources (observation, interviews, and document review).
Findings
Following is a brief description of preliminary findings...