Universal Design for Mexican Learning Groups (DUgA-M): An Inclusion Proposal for the New Mexican School

Abstract

In the context of the New Mexican School (NEM), education, understood in its deepest, most human, and transformative sense, can no longer be defined by traditional, homogeneous, and decontextualized pedagogical practices that serve foreign models and ignore the voices and subjectivities of diversity. In times of profound social inequality, persistent exclusion, and educational challenges, the need to rethink our pedagogical practices from a community-based perspective becomes urgent. This article analyzes the Universal Design for Mexican Learning Groups (DUgA-M) project, aiming to generate a profound reflection on its principles in order to envision it as an alternative for pedagogical work and provide a foundation for future research. The study adopts a socio-critical research approach centered on documentary analysis. The main findings reveal that the DUgA-M project is a proposal grounded in the epistemological rigor of the New Mexican Education Model (NEM). The consistency of its logical-theoretical structure can have a positive impact on student learning and holistic development. It offers a flexible, innovative, and viable framework for teachers to create inclusive experiences from a decolonial perspective. It contributes to the construction of a distinct pedagogical identity rooted in our Mexican realities.