When we arrived at the Centro Escolar Presidente Miguel Aleman, a public school in Cholula, Puebla for students in pre-k through 12th grade, we were greeted by Hector, who we soon learned is the heart and soul of the school.. The school has 2,700 students that attend over two shifts - one from 8am-1pm and one from 1pm-6pm. Hector enthusiastically shared about the Education Reform movements over the past 20 years in Mexico and the new National Curriculum, and then toured the elementary and pre-schools.
Hector was quite the evangelist for the new National Curriculum, which is meant to be more inclusive and based in universal design for learning. The interdisciplinary curriculum is project-based and interdisciplinary within 4 formative fields - Scientific Thinking (math, natural science), Social Thinking (history, social science), Language (Spanish, English, Art), and From Human to Community (indigenous cultures). Each field seeks to expand students' cultural knowledge in connection to the basic subjects.
During the school tour, we talked to teachers about how they have implemented the new project-based curriculum in classes of 35-50 students. Teachers have a significant amount of autonomy after the reform and seem to combine more traditional methods to ensure students have mastered the basics before implementing around 15 interdisciplinary projects each year, depending on the students mastery and the depth of the projects.
The school clearly emphasized care for the environment in its physical aspects, and teachers mentioned environmentalism as a theme in project-based learning. Having learned more about the importance of the land to the indigenous groups in Mexico, this theme ties in with the reform movement's goals of more directly teaching about and honoring Mexico’s indigenous history.
After a quick stop for lunch at the UDLAP cafeteria, we headed to el Cerrito or Tlachihualtepetl (Nahuatl for "made-by-hand mountain"), which is the largest pyramid by volume in the world. It’s also where we met Gabby, our tour guide, who won our hearts with her deep knowledge of history and cheerful and patient manner. We started in a small museum and learned some of the history of the pyramid before starting our climb to the top. The pyramid was built by the Olmec-Xicalanca, Toltecs, and Cholutecs. They started with smaller pyramids and then built new, larger pyramids directly on top of older ones, like russian nesting dolls, as Gabby put it. By the time the Spaniards arrived to Cholula, the pyramid had been abandoned and was covered with grass. The Spaniards built a cathedral to the virgin of los remedios on top of the pyramid, apparently unaware of what was underneath the vegetation (doubtful since they made a habit of building cathedrals on top of ancient temples).
religious temples).
After learning some basic history, we headed outside, where Gabby basically skipped up the long incline to the top of the pyramid, continuing to share her wealth of information without a second to catch her breath. Our group on the other hand, just having arrived the night before to the altitude of 7,000 feet, struggled, until we were cheered on by a group of middle school students on a field trip.
Their chants of “Si se puede” propelled us to the top, where we were rewarded with a view of the ornate cathedral as well as of the surrounding city.
As a treat for all of our efforts, Gabby even ordered the group a taste of Pulque, a drink fermented from the Agave or Maguey plant that originated with the indigenous groups here in Cholula.
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