¿De qué humanismo hablamos en la NEM? Hacia un humanismo mexicano analógico y de la liberación

Abstract

This article examines the internal consistency of the humanist proposal of the Nueva Escuela Mexicana (New Mexican School, NEM) against the theoretical frameworks of Mauricio Beuchot and Enrique Dussel. Through a hermeneutic and textual-analysis methodology within the philosophy of education, the study limits its scope to the discursive foundations of the official model and sets classroom practice aside. The discussion shows that the limitation of the NEM lies in an epistemological tension between its emancipatory aims and its conceptual tools. By dispensing with Beuchot’s analogical phronesis and Dussel’s ontology of the “face-to-face,” the model risks sliding into postmodern relativism or into a simulation of the banking kind. The article concludes that the openness of the NEM requires incorporating an analogical Mexican humanism of liberation in order to give its identity core a firm theoretical footing.