A historical account of history as a subject in basic education in Mexico

Abstract

This research aimed to analyze the evolution of the subject of History in basic education in Mexico since the educational reforms implemented from the National Agreement for the Modernization of Basic Education in 1992 to the New Mexican School project. To this end, a documentary and qualitative methodology was used, based on the hermeneutic analysis of official sources from the Ministry of Public Education, as well as specialized studies that allowed for contextualizing the curricular changes and their impact on the teaching of History. The findings showed that, despite the various reforms, the subject remained anchored in a nationalist, chronological discourse focused on the construction of national identity, which limited the development of critical and historical thinking in students. It was also identified that educational programs and teacher training prioritized the memorization of content over the practical application of historical knowledge, reproducing hegemonic narratives that rendered the country's cultural and social diversity invisible. It was concluded that the New Mexican School represented an attempt at renewal by proposing a humanistic, critical, and communitarian approach, but significant challenges persisted in teacher training and in the epistemological definition of school history. In short, the research highlighted the need to transform history teaching so that students can recognize themselves as historical subjects and apply their learning in everyday life