A humanistic education unrelated to teaching practice

Abstract

This essay shows the features of the humanistic approach to education pre-sented by the educational reforms generated in Mexico: 1993, 2006, 2011 and 2017, exposing the disconnection that exists with current teaching practices from a vision of the teacher responsible for the Guidance Department of high school level education with the purposes, graduation profile and life skills that make very clear the characteristics of the type of citizens that are intended to be formed in their passage through ba-sic education. In the same way, the main precursors of humanism and their contributions are mentioned. Some features of traditionalist education are discussed with the intention of comparing it with what the humanistic paradigm of education offers and the prevailing need in our society to see reflected in its members the values that allow a positive and en-riching social interaction for all. In addi-tion, it is expressed how this need can be addressed in a relevant way if the values, principles and foundations of this pedagogical current are transferred to the interior of the classrooms. Furthermore, some strategies are proposed to promote assertive communication based on self-assessment and co-assessment of the work of teachers, managers and students.