Curricular reforms and systemic change: an absent but needed articulation to the innovation

Abstract

This article covers the need to study in depth the main curricular innovations linked to the curricular reform processes undertaken in Mexico in the last two decades. It states that the wish to drive curricular innovation processes as a motor of educational transformation via the presciption of a series of models with great eductaional potential, can give sense and direction to the purposes inherent to reforms that try to transform the curriculum and teaching. However, a centralized focus and top-down implementation is still widely spread without achieving to articulate a dynamic systemic change. Likewise, it lacks sufficient information with regard to the processes and conditions that enable or hinder the realization of said curricular innovations in the diversity of contexts where they want to be implemented. The article concludes that it has not been achieved to set out appropriate participation strategies that significantly involve the players of change and allow to transform beliefs and educational practices.