The Comprehensive Indigenous Educational Model: bridge between tradition and modernity in Oaxaca

Abstract

The Comprehensive Indigenous Educational Model implemented in the Comprehensive Community High Schools of Oaxaca, Mexico, represents a pedagogical proposal that seeks to articulate the indigenous worldview with the demands of the modern world. This article analyzes how this model, through its modular system, promotes an intercultural education that respects traditions, languages ​​and local knowledge, while preparing students to face the challenges and demands of the modern world. Through a historical-critical analysis based on documents from the College for Integral Intercultural Education of Oaxaca and academic literature, the principles, transformations and resilience of this educational model are examined. The findings reveal that the modular system fosters social transformation, but educational reforms have eroded its community identity. Despite this, the model persists as a mediator, balancing indigenous languages, community knowledge and the skills of the modern world. It is concluded that its survival requires policies that value diversity, highlighting its relevance as an educational model that dignifies and transforms, resisting curricular homogenization to keep alive the dialogue between tradition and modernity in indigenous community contexts.