A Pedagogical Practice Based on Good Living in Primary Schools in Querétaro Based on Classroom Projects

Abstract

This article presents the possibility of promoting a reconfiguration of pedagogical practice in public primary schools in Mexico, based on the systematization of a six-year teaching experience in front of a group. It was based on an interdisciplinary perspective and an epistemological curiosity with Good Living as a compass, based on the work with classroom projects. The way to follow was with the support of action research as a tool to guide educational change in the socio-school dynamics. The work in the classroom is within the framework of the New Mexican School (NEM) Finally, the result obtained was a way of working for primary education teachers, which can be replicated from a minimum contextualization in their workspaces.