The Comprehensive Reform of Basic Education is the educational model adopted in Mexico, it is based on the competency approach based on project work based on the theory of constructivism as a psychopedagogical trend that favors student learning. According to UNESCO, there is talk of the need to turn the student into an active subject of their own development, which is tied with the four pillars of education that Delors proposes that today are a basic reference of the competences that they have as purpose the integration of knowledge; know, know how to do, know how to be and know how to live, putting into practice knowledge, skills, attitudes and values to achieve the Graduate Profile.
In the plans and programs of preschool and primary education, a single and specific pedagogical model is not delimited, but rather along the contents, teaching proposals, methodology and basic elements, it is recognized that it is integrated in an eclectic way when taking up aspects fundamental for the teaching-learning process. Perhaps this leads to a more complete but complex model, because the teacher at the time of applying it can lose track of the educational purpose that is had, in addition to entering a trial-error process in which the performance of the students can be harmed or favored.
The model mainly implemented is the Constructivist or Cognitive Progressive, which starts from genetic psychology where the evolutionary development of the student is studied, which will be a key point for the development of thought and creativity. Its purpose is to seek that the student participates in the construction of their knowledge and learning starting from the world that surrounds them in a dynamic way as well as the recognition of their potentialities.Seeking as content the development of cognitive, procedural and attitudinal skills that can be put into practice in a linked way, understanding concepts, principles, actions, values, norms of conduct and coexistence, among other essential knowledge for daily life. Its methodology pays special attention more to the teaching-learning process than to its results, that is, the performance on the judgment that is issued. Along the same lines, it is emphasized that discovery learning at this stage allows them to build on research, cognitive destabilization and rediscovery, having a relationship between the teacher and the student that seeks to pose challenges and challenges to solve together. Piaget, Vygotsky, Bruner, Ausubel,Novack and Cesar Coll are the ones who built this model throughout their research participation.
In relation to the behaviorist model, this has the purpose of favoring in the individual values and appropriate behaviors to integrate and perform without problems in the environment in which they belong. Regarding the contents, the practicality of the knowledge, emotions and habits that teachers can form in students is retaken from a methodology that integrates the formulation of objectives, the exercise of behavior, the reinforcement and the verification of the results towards a expected behavior. Although it is accepted that the teacher-student relationship does not develop totally vertical but that the students are given the opportunity to know, elaborate and understand the rules to be reproduced.
Some theorists who support the idea of behaviorism are: Watson, Dewey, Skinner and Bloom.
To conclude, we can say that the position of the teacher as a mediator is mandatory and decisive, analyzing all the variables that intervene according to reality. The teacher must know the curriculum with which he works and adapt his own pedagogical model to the school context in which his educational practice takes place.
