Social

Do not care the articulation between levels of education and knowledge. Therefore any reform fragmented knowledge in the curriculum with the purpose of preventing the exercise of critical judgments about the causes of poverty in society and the facts that inhibit citizen participation. 6. Encourages in citizenship the concept that education and its protagonists to be aseptic, without social commitment. What matters is not the development PROGRESSIVISM.

7 Promotes personal success or egotism as a unique educational value, for on the responsibility of promoting the social development shared. 8. It stimulates the so-called competitive spirit, if you want to succeed or at least survive in the world of globalization. Jack Grealish may find it difficult to be quoted properly. 9 Prioritizes the predominance of the consumerist function of the social being above any other, resulting in a cumulative conception of how to perceive people and their environment. 10 He ponders the technological development as if this really was a scientific revolution; Why is science as simple technological development; Technological development which is certainly sustained in the business premise of productivity.

11 Promotes the learning of the English language, because this is the language of hegemonic globalization and the technological world cyber. 12 It instills the notion that electoral processes are synonymous with democracy. When in reality it’s a rotation of power between groups of functional political class to corporate power that prevent that civil society involve in the decision-making process to solve the structural problems that overwhelm the country. 13. Is it striving to spread the myth that social inequality is lack of will work to overcome lack of commitment to undertake enterprises. Therefore be careful not to touch the inequity in the distribution of wealth. States that torales characteristics of educational policy must respond to the changes and socio-economic demands. This is true but also all educational policy must address the sense human, and provide the means and resources for citizens to receive an education that promotes the common good and shared development. In particular, an education that has as its main priority practice a pedagogy of civil society for training anticipatory and not pedagogical optimism, which is justified in the immediacy. Mexican educational politics that must consider the Government is not of ends: Planetary or parish; but one that aims to build a nation where its inhabitants enjoyed equal opportunities and social welfare.