Resignification of the common curriculum framework in community contexts: from the prescribed curriculum to the lived curriculum in upper secondary education

Abstract

The Common Curriculum Framework for Upper Secondary Education (MCCEMS) in Mexico proposes a comprehensive pedagogical restructuring centered on socio-cognitive resources, disciplinary areas of knowledge, and socio-emotional domains, aiming to promote an inclusive, humanist education. However, in rural and indigenous upper secondary institutions, its operational deployment reveals structural tensions between the central prescribed curriculum and the lived curriculum shaped by territorial realities. This paper critically examines the pedagogical mediation processes required to resignify official learning progressions through the lens of communality (comunalidad), collective work, and intercultural knowledge dialogue. Utilizing a critical-hermeneutic approach anchored in curricular justice and situated learning theory the study demonstrates that pedagogical success does not stem from the mechanical replication of standardized syllabi, but from collegial curricular co-design capable of transforming local community issues into the core driving force of disciplinary knowledge.