Inclusión educativa: políticas públicas y formación docente en el marco de la Nueva Escuela Mexicana

Abstract

This article presents a theoretical study aimed at understanding the state of public policies and teacher training within the framework of the New Mexican School with regard to educational inclusion. Through a systematic review of the topic of educational inclusion, it focuses on the analysis of Mexican education system policies and reflects on how these policies affect the initial and continuing training of teachers. The review of the articles shows that, although the State offers a regulatory framework with evidence of progress in the normative context, challenges still persist in practice, as there are situations that limit inclusion, such as the lack of teacher training in diversity, the scarcity of resources, and exclusionary cultural practices, among others.