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This paper describes the antecedents in the field of intercultural bilingual education (ibe) carried out by the Teachers Union of New Education for Mexico (unem) in collaboration with research centers and national and international financing agencies. An analysis is made of the collaborative design process of the “unem Curriculum Model of Intercultural Bilingual Education” (Bertely, 2009). Th e article shows, based on a critical statement of interculturality (Walsh, 2002; Gasché, 2008 a and b), the construction of an intercultural rooted methodology inspired by the postulates of critical theory (Denzin and Lincoln, 2005), collaborative ethnology (Lassiter, 2005; Rappaport, 2007), and constructivist theory (Charmaz, 2000; 2006). Th e result is the intercultural co-theorization intercultural of an ibe model sustained by sociocultural and territorial rootedness in the educational work of teachers/aids, children, and members of the community. [ABSTRACT FROM AUTHOR]

El artículo discute la filosofía y teoría de la educación en México en los años noventa. Se da una descripción del estado del conocimiento de filosofía, teoría y el campo de la educación en la investigación educativa mexicana durante este periodo. Se habla de la reforma educativa de 1993, y las transformaciones que ocurrieron en el campo como resultado. Se destaca su crecimiento, caracterizado por ir en contra de las políticas de investigación.