RESUMEN DEL TALLER INTENSIVO PARA PERSONAL DOCENTE 2025-2026 | JULIO 2026 | PROFE DALMEY

In this video, we analyze in depth the Intensive Workshop for Teaching Staff for the 2025-2026 school year, addressing its main proposals, the concepts of learning community, problematizing practice, collaborative knowledge construction, contextualizing learning, and a sense of belonging. Furthermore, we reflect on the relationship this Workshop has with the Analytical Program, the Continuous Improvement Program, Lesson Planning, and the work developed during the School Technical Council, from the perspective of the New Mexican School model. This content is aimed at elementary school teachers, administrators, Technical Pedagogical Advisors (ATP), supervisors, and anyone interested in understanding the pedagogical approach proposed by the SEP (Ministry of Public Education) for the upcoming school year. 📚 If you are a teacher, this analysis will help you better prepare your participation in the Intensive Workshop and understand the purpose of the activities beyond mere administrative compliance. 👍 If you found this content helpful, please give it a Like. 💬 Leave your opinion about this Intensive Workshop in the comments. 📢 Share this video with other teachers. 🔔 Subscribe to Profe Dalmey for more content on the New Mexican School, School Technical Councils, Lesson Planning, Curriculum Development, Mathematics, Physics, and resources for teachers. If you found this video helpful, don't forget to subscribe for more educational content, mathematics, and/or physics. Make sure you don't miss any resources that can facilitate your teaching! 🔔📘 Subscribe here: https://www.youtube.com/@profedalmey9... 0:00 – Introduction: closing the 2025-2026 cycle. The July 2026 intensive workshop is titled “Being in a Learning Community.” 0:16 – Classrooms require greater socio-emotional support and technological adaptation. 0:33 – The workshop aims to strengthen collaborative work in the face of current challenges. 0:41 – The July fatigue turns these sessions into an administrative formality. 1:12 – If only forms are filled out, teaching talent is wasted. The workshop encourages reflection. 1:35 – Pathway: purpose, meaning of “being,” cross-cutting processes, tools, and practical application. 1:53 – The goal is pedagogical reflection: sharing experiences and solving problems collectively. 2:17 – Decisions divorced from the reality of the school often fail; knowledge is built together. 2:48 – A learning community is in constant transformation. 3:21 – The school changes; the collective learns and adapts. 3:33 – Mastery is built every day. 3:48 – Technology and social media demand updated strategies. 4:01 – Mistakes cease to be failures and become opportunities for improvement. 4:26 – Paulo Freire: the right to dream drives transformation. 4:43 – Dreaming is imagining projects linked to the community. 5:07 – Four processes: problematization, collaborative construction, contextualization, and sense of belonging. 5:53 – Contextualizing means adapting learning to the local reality. 6:35 – Induction matrix: analyzing whether the actions responded to needs or administrative pressure. 7:22 – Learning spiral: reviewing achievements and conflicts to learn without assigning blame. 8:03 – Transformation mosaic: everyone participates and visualizes strengths and areas for improvement. 8:44 – Reflection should inform the analytical program and lesson planning. 9:15 – If everything remains a formality, the opportunity to improve learning is lost. 9:37 – Professional autonomy involves sharing, learning, and acknowledging mistakes. 10:09 – The key question: What will we do differently when we return to the classroom? Success is measured by the impact on students. 10:33 – The cycle ends, but the commitment to continue learning together remains. 10:45 – Closing remarks.